Tic-Tac-Toe Performance Task
TASK
Name:______
Poetry
Tic-Tac-Toe Performance Task
Instructions: Choose three poems in a tic-tac-toe format. You MUST choose your three options in a diagonal, across or down sequence. This sheet must be turned in with your activities.
1.BalladBallads tell a story through song, with a simple rhythm, repeating rhymes and a refrain. Ballads are fun to write because you tell a story in everyday language. / 2.Haiku
a major form of Japanese verse, written in 17 syllables divided into 3 lines of 5, 7, and 5 syllables, and employing allusions and comparisons, often on the subject of nature or one of the seasons. / 3. Diamonte
A seven-line poem that takes the shape of a diamond.
4. Elegy
An elegy is a poem to memorialize someone beloved or respected who is deceased. / 5. Cinquain
Cinquain, pronounced sin-cane, is a non-rhyming five-lined poem. 1 word, 2 words, 3 words, 4 words and 1 word. / 6. Tanke
Tanka consists of five non-rhyming lines: line one 5 syllables, line two 7 syllables, line three 5 syllables, line four 7 syllables, and line five 7 syllables. In other words, 5-7-5-7-7.
7. Concrete
A concrete poem is one in which the words make a shape.
The concrete poem is as much about the words as the look and shape of the poem itself. / 8.Free Verse
Free verse is a form of poetry which refrains from meter patterns, rhyme, or any other musical pattern. / 9.Epitaph
Typically an epitaph appears on a tombstone or commemorative plaque. A good epitaph makes you think. It reflects the greatest achievements of the deceased, highlighting what they gave to the world.
I chose poem #s _____, _____, _____
Teacher use only:
Total points ______Grade ______
Comments______
RUBRIC
The rubric is found at:
&Subject=Rubric: Poetry Performance Task Rubric&body=Emailing Rubric:
Poetry/Non-Fiction Performance Task
Unit 2
Part One: Poetry Tic-Tac-Toe
Students choose 3 types of poems from the tic-tac-toe sheet and write one for each of their choices on the theme chosen by their group.In addition, each child MUST write 1 sonnet and 1 concrete poem on the topic chosen by their group. Students should also select 1 poem, by a recognized author, also related to the theme. Students will have a total of 6 poems to submit.
Part Two: Non-Fiction Autobiography
Students will use the Internet to research the poet whose poem they selected in Part One of the performance task. They will complete a 3-paragraph written report about their selected poet. They need to complete a work-cited page for their research using MLA format. This work must NOT contain copied material from the Internet.
Part Three: Group Presentation
Each group will create an oral presentation related to the group’s theme. As a group each child will read the sonnet they wrote as Part One of the performance task. Extra points will be awarded for groups that include costumes/outfits that pertain to the group’s theme.
ELA9RL1 The student demonstrates comprehension by identifying evidence in a variety of texts representative of different genres) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:
a. Analyzes and applies knowledge of the characteristics of memoir, biography, and/or autobiography.
b. Analyzes and explains the purpose, structure, and elements of nonfiction works, including memoir, biography, and autobiography.
c. Analyzes and evaluates the effects of language (i.e., diction, imagery, symbolism, figurative language), structure, point of view, and selection of details in memoir, biography, and/or autobiography.
The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets; the student:
a. Identifies and responds to the aesthetic effects of subject, sound devices figurative language and structure in a variety of poems.
b. Sorts and classifies poems by specified criteria (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric, and/or universal themes and topics).
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.
d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.
e. Writes texts of a length appropriate to address the topic or tell the story.
f. Uses traditional structures for conveying information (i.e., chronological order, cause and effect, similarity and difference, and posing and answering a question).
ELA9W2 The student demonstrates competence in a variety of genres.
a. Engages the interest of the reader.
b. Formulates a coherent thesis or controlling idea.
d. Follows an organizational pattern appropriate to the type of composition.
e. Attains closure
ELA9W3 The student uses research and technology to support writing. The student
a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.
c. Synthesizes information from multiple sources and identifies complexities and discrepancies in the information and the different perspectives found in each medium (i.e., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, or technical documents).
e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Association Handbook, The Chicago Manual of Style, Turabian, American Psychological Association, etc.
ELA9C2 The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student
a. Produces writing that conforms to appropriate manuscript requirements.
b. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
d. Includes formal works cited or bibliography when applicable.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person’s comments or opinions.
e. Offers own opinion forcefully without domineering.
f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).
j. Divides labor to achieve the overall group goal efficiently.
Circumstances of Performance
Student will complete poetry writing individually
Student will work in groups for poetry performance
Benchmark
Ballad on Theme of “Love”
Love Hurts Lyrics By: Nazareth
love hurts, love scars,
love wounds, and marks,
any heart, not tough,
or strong, enough
to take a lot of pain,
take a lot of pain
love is like a cloud
Holds a lot of rain
love hurts, love hurts
I'm young, I know,
but even so
I know a thing, or two
I learned, from you
I really learned a lot,
really learned a lot
love is like a flame
it burns you when it's hot
Love hurts, love hurts
some fools think of happiness
blissfulness, togetherness
some fools fool themselves I guess
they're not foolin' me
I know it isn't true,
I know it isn't true
love is just a lie,
made to make YOU blue
love hurts, love hurts
Benchmark
Haiku on Theme of “Love”
Facing the horizon
On the velvet shadows
My undying love waits
Benchmark
Diamonte on Theme of “Love”
Love
sweet, passionate
blessing, trusting, empowering
beautiful, careful, dynamic, deafening
consuming, fighting, saddening
powerful, focused
Hate
Benchmark
Elegy on Theme of “Love”
POEM
Elegy: In Coherent Light
by Anne Stevenson
In memory of two English poets, Matt Simpson and Michael Murphy, d. 2009
Teach-cheap, teach-cheap, teach-cheap, teach-cheap—
Sparrows are plying their chisels in the summer ivy,
Chipping the seconds spark by spark out of the hours.
I read in each whistling chip the sun’s holography.
My brain’s a film, I’m made of timed exposures,
And pounding my ears and eyes with waves of light—
These animate flakes, these pictures I call sight.
But now you’re out of the picture, no one can keep
Coherent sightings of you, except in language.
All the warm rhetoric is wrong. Death isn’t sleep.
Faith in eternal love is love’s indulgence.
I prize what you wrote and meet you in what I write.
We still keep house in a living tenement of words.
Pull down their walls of ivy, and you kill the birds.
Benchmark
Cinquain on Theme of “Love”
Love
Passionate, unconditional
Loving to need
Taking my breath away
Heaven
Benchmark
Tanke on Theme of “Love”
Like a summer breeze
you gently brush the insides
of my heart and soul
Overwhelming feelings of
deep contentment fulfill me
Concrete Poem
Broken Heart
You Me
Me MeYou You
You YouMeMe
MeMeYouYou
YOUUSME
You have left Do you care at all?
this hole in my Can you feel my tears?
heart...and I don'tCan you feel my pain?
know if I will everI walk in the shadows
be the same, feel the and pray for the light
same again. You but try as I may, all I
have taken what was can see is the darkness
sacred and stomped through these eyes that
it deep into the barren used to look upon you
earth. Now all that's with love deeper than
left is me, so lonely I have ever known
All that's left isAll that's left is
A broken hearted
ME
Benchmark
Free Verse on Theme of “Love”
Until I Met You
Before I met you,
I thought I was happy,
and I was,
but I had never known
the rich contentment,
deep satisfaction,
and total fulfillment
you brought to me
when you came into my life.
Before I met you,
I felt a lot of things,
good things,
but I had never experienced
the indescribably intense
feelings I have for you.
Before I met you,
I thought I knew myself,
and I did,
but you looked deep inside me
and found fresh new things
for us to share.
Before I met you,
I thought I knew about love,
but I didn’t,
until I met you.
Benchmark
Epitaph on Theme of “Love”
All of You Must Know How Much I Loved You
Nicholas Gordon
All of you must know how much I loved you.
Never did I stint on saying so.
In death you were the song that let me go
To sleep in beauty, dancing as I sang you.
And though I'm gone, don't think that I'll forget you.
Just think of me as waiting, even though,
Agnostic or believer, you may know
No certainty beyond what love can tell you.
Each of you still lives within my heart.
Though I am not, I am. So is the truth
Opposed to sense, more relevant than thought.
What is, is often what could never be.
Nor need you grieve, though we may seem apart.
Sing with me, as we look back with ruth,
Each the source of what sweet balm we sought,
No mother and children more in touch than we,
Deep within life's unsolved mystery.