Poetry Rubric

Year 1
Outcomes/ Content Criteria 1 2 3 4 5
W&R 1
R&C 5,8
Structure
Appropriate poetic
structure used

Incorrect structure or
needs assistance to
complete task.
Some evidence of
selected poetic form
Uses appropriate
poetic forms

W&R 1
U&A 1
W&R 2
U&A 4
GP&V
D&A 2
U&A 3
Vocabulary
Verbs
Limited use of grade
appropriate language
and vocab. descriptive
words and details
Some use of grade
appropriate language
and vocab descriptive
words and details
Uses grade
appropriate language
and vocab descriptive
words and details
Uses precise language
to create some
emotion or meaning.
Uses precise and vivid
language to create
emotion and
meaning.
W&R
U&A 1
GP&V
U&A2

Poetic Techniques *
See additional
definitions document.
No evidence of poetic
techniques.
Use some poetic
techniques. May not
be applicable to poem
type.
Uses grade and poem
appropriate poetic
techniques
Uses effective or
multiple examples of
poetic techniques.
Uses effective and
multiple poetic
techniques with
specific purpose and
intent.
Spelling
R&C 1-5, 8
U&A1,2
Spelling
Correctly spells most
high frequency and
grade appropriate
words.
Cannot yet spell high
frequency words
independently.
Some high frequency
words spelt correctly.
(AoW C4)
Accurately spells an
increasing number of
high frequency &
topic words. (AoW
C6)
Spells words with
regular spelling
patterns correctly &
makes plausible
attempts at words
with irregular spelling
patterns. (AoW C7)
Demonstrates a range
of spelling strategies
to spell unfamiliar
words. (AoW C8)


Poetry Rubric
Year 2
Outcomes/ Content Criteria 1 2 3 4 5
W&R 1
R&C 5,8
Structure
Appropriate poetic
structure used

Incorrect structure or
needs assistance to
complete task.
Some evidence of
selected poetic form
Uses appropriate
poetic forms

W&R 1
U&A 1
W&R 2
U&A 4
GP&V
D&A 2
U&A 3
Vocabulary
Verbs
Limited use of grade
appropriate language
and vocab. descriptive
words and details
Some use of grade
appropriate language
and vocab descriptive
words and details
Uses grade
appropriate language
and vocab descriptive
words and details
Uses precise language
to create some
emotion or meaning.
Uses precise and vivid
language to create
emotion and
meaning.
W&R
U&A 1
GP&V
U&A2

Poetic Techniques *
See additional
definitions document.
No evidence of poetic
techniques.
Use some poetic
techniques. May not
be applicable to poem
type.
Uses grade and poem
appropriate poetic
techniques
Uses effective or
multiple examples of
poetic techniques.
Uses effective and
multiple poetic
techniques with
specific purpose and
intent.
Spelling
R&C 1-5, 8
U&A1,2
Spelling
Correctly spells most
high frequency and
grade appropriate
words.
Some high frequency
words spelt correctly.
(AoW C4)
Accurately spells an
increasing number of
high frequency &
topic words. (AoW
C6)
Demonstrates a range
of spelling strategies
to spell unfamiliar
words. (AoW C8)
Demonstrates a range
of spelling strategies
to spell more
challenging words.
Uses a variety of
spelling strategies to
spell all high
frequency & more
difficult words
correctly. (AoW C9)


Poetry Rubric
Year 3
Outcomes/ Content Criteria 1 2 3 4 5
W&R 1
U&A 1

Structure
Appropriate poetic
structure used

Incorrect structure or
needs assistance to
complete task.
Some evidence of
selected poetic form
Uses appropriate
poetic forms

W&R 1
U&A 2
W&R 2
U&A 2
GP&V
D&A 2, 5
GP&V
U&A2
Vocabulary
Verbs
Limited use of grade
appropriate language
and vocab. descriptive
words and details
Some use of grade
appropriate language
and vocab descriptive
words and details
Uses grade
appropriate language
and vocab descriptive
words and details
Uses precise language
to create some
emotion or meaning.
Uses precise and vivid
language to create
emotion and
meaning.
W&R
U&A 1 R&C 5

Poetic Techniques *
See additional
definitions document.
No evidence of poetic
techniques.
Use some poetic
techniques. May not
be applicable to poem
type.
Uses grade and poem
appropriate poetic
techniques
Uses effective or
multiple examples of
poetic techniques.
Uses effective and
multiple poetic
techniques with
specific purpose and
intent.
Spelling
U&A kn 1,-3
R&C 1,2
Spelling
Correctly spells most
high frequency and
grade appropriate
words.
Some high frequency
words spelt correctly.
(AoW C4)
Demonstrates a range
of spelling strategies
to spell unfamiliar
words. (AoW C8)
Uses a variety of
spelling strategies to
spell all high
frequency & more
difficult words
correctly. (AoW C9)
Correctly spells all
high frequency,
technical & more
difficult words.
Correctly spells all
high frequency, topic,
technical & more
difficult words.


Poetry Rubric
Year 4
Outcomes/ Content Criteria 1 2 3 4 5
W&R 1
U&A 1

Structure
Appropriate poetic
structure used

Incorrect structure or
needs assistance to
complete task.
Some evidence of
selected poetic form
Uses appropriate
poetic forms

W&R 1
U&A 2
W&R 2
U&A 2
GP&V
D&A 2, 5
GP&V
U&A2
Vocabulary
Verbs
Limited use of grade
appropriate language
and vocab. descriptive
words and details
Some use of grade
appropriate language
and vocab descriptive
words and details
Uses grade
appropriate language
and vocab descriptive
words and details
Uses precise language
to create some
emotion or meaning.
Uses precise and vivid
language to create
emotion and
meaning.
W&R
U&A 1 R&C 5

Poetic Techniques *
See additional
definitions document.
No evidence of poetic
techniques.
Use some poetic
techniques. May not
be applicable to poem
type.
Uses grade and poem
appropriate poetic
techniques
Uses effective or
multiple examples of
poetic techniques.
Uses effective and
multiple poetic
techniques with
specific purpose and
intent.
Spelling
U&A kn 1,-3
R&C 1,2
Spelling
Correctly spells most
high frequency and
grade appropriate
words.
Some high frequency
words spelt correctly.
(AoW C4)
Uses a variety of
spelling strategies to
spell all high
frequency & more
difficult words
correctly. (AoW C9)
Uses morphemic,
visual, phonic
knowledge
&knowledge of
prefixes & suffixes to
spell words. (AoW
C10)
Applies knowledge of
generalisations,
meanings of base
words & word parts
(prefixes, Suffixes) to
spell topic & technical
words. (AoW C11)
Integrates a range of
spelling strategies &
conventions to
accurately spell most
words including words
of many syllables.
(AoW C12)


Poetry Rubric
Year 5
Outcomes/ Content Criteria 1 2 3 4 5
W&R 1
U&A 1
R&C
R&C 1
Structure
Appropriate poetic
structure used

Incorrect structure or
needs assistance to
complete task.
Some evidence of
selected poetic form
Uses appropriate
poetic forms

GP&V
D&A 2,
GP&V
U&A 4,5 6
U&A kn v 1
R&C 4
Vocabulary
Verbs
Limited use of grade
appropriate language
and vocab. descriptive
words and details
Some use of grade
appropriate language
and vocab descriptive
words and details
Uses grade
appropriate language
and vocab descriptive
words and details
Uses precise language
to create some
emotion or meaning.
Uses precise and vivid
language to create
emotion and
meaning.
W&R
U&A 1, 2, 3

Poetic Techniques *
See additional
definitions document.
No evidence of poetic
techniques.
Use some poetic
techniques. May not
be applicable to poem
type.
Uses grade and poem
appropriate poetic
techniques
Uses effective or
multiple examples of
poetic techniques.
Uses effective and
multiple poetic
techniques with
specific purpose and
intent.
Spelling
U&A kn 1
R&C 1,2,3
Spelling
Correctly spells most
high frequency and
grade appropriate
words.
Uses a variety of
spelling strategies to
spell all high
frequency & more
difficult words
correctly. (AoW C9)
Uses morphemic,
visual, phonic
knowledge
&knowledge of
prefixes & suffixes to
spell words. (AoW
C10)
Applies knowledge of
generalisations,
meanings of base
words & word parts
(prefixes, Suffixes) to
spell topic & technical
words. (AoW C11)
Integrates a range of
spelling strategies &
conventions to
accurately spell most
words including words
of many syllables.
(AoW C12)
Self-regulates spelling
& applies spelling
knowledge &
strategies to spell
complex & subject
specific vocabulary.
(AoW C13)


Poetry Rubric
Year 6
Outcomes/ Content Criteria 1 2 3 4 5
W&R 1
U&A 1
R&C
R&C 1
Structure
Appropriate poetic
structure used

Incorrect structure or
needs assistance to
complete task.
Some evidence of
selected poetic form
Uses appropriate
poetic forms

GP&V
D&A 2,
GP&V
U&A 4,5 6
U&A kn v 1
R&C 4
Vocabulary
Verbs
Limited use of grade
appropriate language
and vocab. descriptive
words and details
Some use of grade
appropriate language
and vocab descriptive
words and details
Uses grade
appropriate language
and vocab descriptive
words and details
Uses precise language
to create some
emotion or meaning.
Uses precise and vivid
language to create
emotion and
meaning.
W&R
U&A 1, 2, 3

Poetic Techniques *
See additional
definitions document.
No evidence of poetic
techniques.
Use some poetic
techniques. May not
be applicable to poem
type.
Uses grade and poem
appropriate poetic
techniques
Uses effective or
multiple examples of
poetic techniques.
Uses effective and
multiple poetic
techniques with
specific purpose and
intent.
Spelling
U&A kn 1
R&C 1,2,3
Spelling
Correctly spells most
high frequency and
grade appropriate
words.
Uses a variety of
spelling strategies to
spell all high
frequency & more
difficult words
correctly. (AoW C9)
Uses morphemic,
visual, phonic
knowledge
&knowledge of
prefixes & suffixes to
spell words. (AoW
C10)
Applies knowledge of
generalisations,
meanings of base
words & word parts
(prefixes, Suffixes) to
spell topic & technical
words. (AoW C11)
Integrates a range of
spelling strategies &
conventions to
accurately spell most
words including words
of many syllables.
(AoW C12)
Self-regulates spelling
& applies spelling
knowledge &
strategies to spell
complex & subject
specific vocabulary.
(AoW C13)


Allegory
An extended metaphor in which the characters, places, and objects in a
narrative carry figurative meaning. Often an allegorys meaning is religious,
moral, or historical in nature. John Bunyans The Pilgrims Progress and
Edmund Spensers The Faerie Queene are two major allegorical works in
English.

Alliteration
The repetition of initial stressed, consonant sounds in a series of words
within a phrase or verse line. Alliteration need not reuse all initial
consonants; pizza and place alliterate. Example: We saw the sea
sound sing, we heard the salt sheet tell, from Dylan Thomass Lie Still,
Sleep Becalmed. Browse poems with alliteration.
Hyperbole
A figure of speech composed of a striking exaggeration. For example, see
James Tates lines She scorched you with her radiance or He was more
wronged than Job. Hyperbole usually carries the force of strong emotion,
as in Andrew Marvells description of a forlorn lover:

The sea him lent those bitter tears
Which at his eyes he always wears;
And from the winds the sighs he bore,
Which through his surging breast do roar.
No day he saw but that which breaks
Through frighted clouds in forkd streaks,
While round the rattling thunder hurled,
As at the funeral of the world.
Irony
As a literary device, irony implies a distance between what is said and what
is meant. Based on the context, the reader is able to see the implied
meaning in spite of the contradiction. When William Shakespeare relates
in detail how his lover suffers in comparison with the beauty of nature in
My Mistress Eyes Are Nothing like the Sun, it is understood that he is
elevating her beyond these comparisons; considering her essence as a
whole, and what she means to the speaker, she is more beautiful than
nature.

Dramatic or situational irony involves a contrast between reality and a
characters intention or ideals. For example, in Sophocles Greek tragedy
Oedipus Rex, King Oedipus searches for his fathers murderer, not knowing
that he himself is that man. In The Convergence of the Twain, Thomas
Hardy contrasts the majesty and beauty of the ocean liner Titanic with its
tragic fate and new ocean-bottom inhabitants:
Over the mirrors meant
To glass the opulent
The sea-worm crawls grotesque, slimed, dumb, indifferent.
Metaphor
A comparison that is made directly (for example, John Keatss Beauty is
truth, truth beauty from Ode on a Grecian Urn) or less directly (for
example, Shakespeares marriage of two minds), but in any case without
pointing out a similarity by using words such as like, as, or than. See
Sylvia Plaths description of her dead father as Marble-heavy, a bag full of
God in Daddy, or Emily Dickinsons Hope is the thing with feathers /
That perches in the soul. Browse poems with developed metaphors.
Onomatopoeia
A figure of speech in which the sound of a word imitates its sense (for
example, choo-choo, hiss, or buzz). In Piano, D.H. Lawrence
describes the boom of the tingling strings as his mother played the
piano, mimicking the volume and resonance of the sound (boom) as well
as the fine, high-pitched vibration of the strings that produced it (tingling
strings).

Oxymoron
A figure of speech that brings together contradictory words for effect, such
as jumbo shrimp and deafening silence. For instance, John Milton
describes Hell as darkness visible in Book I of Paradise Lost.
Palindrome
A word, phrase, or sentence that reads the same backward and forward.
The words civic and level are palindromes, as is the phrase A man, a
plan, a canalPanama. The reversal can be word by word as well, as in
fall leaves when leaves fall.

Parody
A comic imitation of another authors work or characteristic style. See Joan
Murrays We Old Dudes, a parody of Gwendolyn Brookss We Real
Cool.
Personification
A figure of speech in which the poet describes an abstraction, a thing, or a
nonhuman form as if it were a person. William Blakes O Rose, thou art
sick! is one example; Donnes Death, be not proud is another. Gregory
Corso quarrels with a series of personified abstractions in his poem The
Whole Mess . . . Almost. Personification is often used in symbolic or
allegorical poetry; for instance, the virtue of Justice takes the form of the
knight Artegal in Edmund Spensers The Faerie Queene.
Pun
Wordplay that uses homonyms (two different words that are spelled
identically) to deliver two or more meanings at the same time. Harryette
Mullen riffs on the multiple meanings of slip in *Of a girl, in white+. Ah,
nothing more obscure than Browning / Save blacking, writes Ambrose
Bierce in With a Book, making a pun on the name of poet Robert
Browning and the color brown.

Simile
A comparison (see Metaphor) made with as, like, or than. In A Red,
Red Rose, Robert Burns declares:
O my Luve is like a red, red rose
Thats newly sprung in June;
O my Luve is like the melody
Thats sweetly played in tune.
What happens to a dream deferred? asks Langston Hughes in Harlem:
Does it dry up
like a raisin in the sun?
Or fester like a sore
And then run?
Does it stink like rotten meat?
Or crust and sugar over
like a syrupy sweet?

Tone
The poets attitude toward the poems speaker, reader, and subject
matter, as interpreted by the reader. Often described as a mood that
pervades the experience of reading the poem, it is created by the poems
vocabulary, metrical regularity or irregularity, syntax, use of figurative
language, and rhyme.
Imagery
Definition of Imagery
Imagery means to use figurative language to represent objects, actions
and ideas in such a way that it appeals to our physical senses.
Usually it is thought that imagery makes use of particular words that
create visual representation of ideas in our minds. The word imagery is
associated with mental pictures. However, this idea is but partially correct.
Imagery, to be realistic, turns out to be more complex than just a picture.
Read the following examples of imagery carefully:
It was dark and dim in the forest. The words dark and dim are
visual images.
The children were screaming and shouting in the fields. - Screaming
and shouting appeal to our sense of hearing or auditory sense.
He whiffed the aroma of brewed coffee. whiff and aroma evoke
our sense of smell or olfactory sense.
The girl ran her hands on a soft satin fabric. The idea of soft in this
example appeals to our sense of touch or tactile sense.
The fresh and juicy orange are very cold and sweet. juicy and
sweet when associated with oranges have an effect on our sense of taste
or gustatory sense.

Imagery needs the aid of figures of speech like simile, metaphor,
personification, onomatopoeia etc. in order to appeal to the bodily senses.
Let us analyze how famous poets and writers use imagery in literature.

Precise Language
http://education-portal.com/academy/lesson/the-importance-of-using-
precise-language-in-writing.html#lesson When we choose just the right
words in writing, using specific, precise word choice, our readers will
understand just what we're talking about. For example, you could say, 'I
like fruit.' When someone reads this, they may get all sorts of ideas and
images in their heads. However, if you say, 'I like oranges,' they may see
something very different.
Emotive language
Emotive language is designed to tell you the facts while influencing you to
adopt the author's opinion. Here are examples of emotive language.
Non-emotive version: Another person in the bar was injured by the man's
glass.
Emotive version: An innocent bystander suffered facial injuries when the
thug launched his glass across the bar.
Non-emotive version: The government will reduce interest rates.
Emotive version: The government will slash interest rates.
Non-emotive version: Mr Smith was attacked by Mr Jones for two minutes.
Emotive version: For what seemed a lifetime, Mr Smith was subjected to a
vicious, cowardly assault by the unemployed, steroid-pumped monster.
When writing emotive language, you get to be newsreader and judge at
the same time.
Syllables

Vivid language.
Vivid language are aimed to bring your ideas alive by painting pictures with
words.
In order to make readers understand better.

4 kinds of vivid language are:
i) factual/sensory details
ii) strong verbs
iii) exact adjectives
iv) figure of speech