English 405 Poem:

1.1 Gather, integrate, and explain concise and appropriate textual evidence to support analysis of text 1.2 Identify themes or central ideas and analyze their purpose in text. 1.5 Determine how tone, style, and use of literary elements contribute to understanding authors purpose and/or theme. 2. 1 Introduce a topic and make a claim.

Poetry Summative Assessment 4

Annotations are thorough and provide all parts of the TPCASTT model. Annotations show a clear understanding of literary terms and tone. Theme is clearly linked to a statement of purpose; it fully explores an issue and makes a clear statement of purpose The theme is furthered and uplifted by the inclusion of literary devices to establish tone and purpose. Student correctly uses literary terminology in a novel/creative/complex manner. Thesis has all four components (poet, poems title, meaning, devices) and presents them in a novel/creative/complex manner. Student specifically and creatively links meaning and the poems devices.

Name: __________________ 2
Most of the poem is annotated with a lesser degree of labeling and precision. Parts of TPCASTT may be missing. Tone and/or devices are not labeled. Theme is given as a subject, but that subject may be correct. Theme needs to be more fully developed for complexity. Misreading may occur at this level. The devices/strategies select support the claim, but the phrasing or integration may make the relationship somewhat unclear. Student incorrectly uses or is too general about literary terminology. Thesis may be missing a key component or a component is too vague (poet, poems title, meaning, devices).Student vaguely links meaning and the poems devices. Summarizing of the poem often occurs at this level.

3
All parts of the poem are annotated to varying degrees. All parts of TPCASTT are attempted. Literary devices or tone is correctly labeled. Theme is stated concisely but clearly but the purpose of the theme is less clear. The theme is clearly linked with devices and strategies the author used to establish a tone and purpose. Student correctly uses literary terminology. Thesis has all four components (poet, poems title, meaning, devices). Student clearly links meaning and the poems devices.

1
Minimal effort is shown, but the document is not blank.

Theme is widely speculative with little grounds for the answer in the text. Student incorrectly uses or does not use literary terminology.

Thesis is lacking key components (poet, poems title, meaning, devices).Student does not link meaning and devices.The poem is largely summarized or focuses on personal reflection on the poem.

Poem:
1.1 Gather, integrate, and explain concise and appropriate textual evidence to support analysis of text 1.2 Identify themes or central ideas and analyze their purpose in text. 1.5 Determine how tone, style, and use of literary elements contribute to understanding authors purpose and/or theme. 2. 1 Introduce a topic and make a claim.

4
Annotations are thorough and provide all parts of the TPCASTT model. Annotations show a clear understanding of literary terms and tone. Theme is clearly linked to a statement of purpose; it fully explores an issue and makes a clear statement of purpose The theme is furthered and uplifted by the inclusion of literary devices to establish tone and purpose. Student correctly uses literary terminology in a novel/creative/complex manner. Thesis has all four components (poet, poems title, meaning, devices) and presents them in a creative/complex manner. Student specifically and creatively links meaning and the poems devices.

3
All parts of the poem are annotated to varying degrees. All parts of TPCASTT are attempted. Literary devices or tone is correctly labeled. Theme is stated concisely but clearly but the purpose of the theme is less clear. The theme is clearly linked with devices and strategies the author used to establish a tone and purpose. Student correctly uses literary terminology. Thesis has all four components (poet, poems title, meaning, devices). Student clearly links meaning and the poems devices.

2
Most of the poem is annotated with a lesser degree of labeling and precision. Parts of TPCASTT may be missing. Tone and/or devices are not labeled. Theme is given as a subject, but that subject may be correct. Theme needs to be more fully developed for complexity. Misreading may occur at this level. The devices/strategies select support the claim, but the phrasing or integration may make the relationship somewhat unclear. Student incorrectly uses or is too general about literary terminology. Thesis may be missing a key component or a component is too vague (poet, poems title, meaning, devices).Student vaguely links meaning and the poems devices. Summarizing often occurs.

1
Minimal effort is shown, but the document is not blank.

Theme is widely speculative with little grounds for the answer in the text. Student incorrectly uses or does not use literary terminology.

Thesis is lacking key components (poet, poems title, meaning, devices). Student does not link meaning and devices.The poem is largely summarized or focuses on personal reflection on the poem.

Comparison Poetry:
1.1 Gather, integrate, and explain concise and appropriate textual evidence to support analysis of text 1.3 Determine how tone, style, and use of literary elements contribute to understanding authors purpose and/or theme. 1. 4 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

4
Annotations are thorough and provide all parts of the TPCASTT model. Annotations show a clear understanding of literary terms and tone. The theme is furthered and uplifted by the inclusion of literary devices to establish tones and purposes. Theme is clearly linked to a statement of purpose; it fully explores an issue and makes a clear statement of purpose. It effectively and creatively notes points of comparison or contrast between theme and or purpose. Ambiguities are noted and explored. Thesis has all four components (poet, poems title, meaning, devices) and presents them in a novel/creative/complex manner. Student specifically and creatively links meaning and the poems devices. Student correctly uses literary terminology in a novel/creative/complex manner.

3
All parts of the poem are annotated to varying degrees. All parts of TPCASTT are attempted. Literary devices or tone is correctly labeled. The theme is clearly linked with devices and strategies the author used to establish tones and purposes. Theme is stated concisely but clearly but the comparison/contrast of purpose should be developed more.

2
Most of the poem is annotated with a lesser degree of labeling and precision. Parts of TPCASTT may be missing. Tone and/or devices are not labeled. Major literary devices are missing or used incorrectly, although an attempt at using at least one device is present. Theme is given as a subject, but that subject may be correct. Theme needs to be more fully developed for complexity. Misreading may occur at this level. Comparison/contrast is weak at best. Thesis may be missing a key component or a component is too vague (poet, poems title, meaning, devices). Student tends to summarize the content of the poem rather than present an argument on the message of the poem. Student incorrectly uses or is too general about literary terminology.

1
Minimal effort is shown, but the document is not blank.

Student incorrectly uses or does not use literary terminology.

Theme is widely speculative with little grounds for the answer in the text.

2. 1 Introduce a topic and make a claim.

Thesis has all four components (poet, poems title, meaning, devices). The claim is clear and precise although the insight is not as profound as what is shown in 4 thesis statements.

Thesis is lacking key components (poet, poems title, meaning, devices). Student does not link meaning and devices.

Final Score tally Performance Indicator 1.1 Performance Indicator 1.2 Performance Indicator 1.3 Performance Indicator 1.4 Performance Indicator 2.1 _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ Average: _____ Average: _____ Average: _____ Final: _____ 4.0- 3.5 3.4 2.5 2.4 2.0 1.99 below Exceeds Standards Meets Standards Approaching Standards (need to retest) Below Standards (need to retest)

Average: _____