Poetry Rubric

Poetry Rubric
1	2	3	4	5
Searches Yahooligans to browse, choose, and share a poem of personal interest	Searches the internet to find a student authored poem from another country	.Works cooperatively with a partner or small group to search the internet to complete the Poetry Scavenger Hunt	Uses a word processing program to create an original poem	Locates authors' geographical locations on a map or globe.
Bookmarks or records a url and cites the url in a poem-talk or written work	classifies likeness & differences using a Venn Diagram	Identifies three styles of poetry and their origins.	Engages in the writing process by brainstorming, drafting, revising, editing, and publishing an original piece of poetry.	Calculates distances from home city, state, country to another author's author's city, state, & country.
Creates illustrations to accompany a poem of choice using crayons/markers or a multimedia/paint program	Responds to poetry written by a student from another country by writing a friendly letter & emailing or posting it to a guest book.	Examines the work of two famous poets--a man and a woman	Writes an original poem and translates it into another language (primary or secondary)	Correctly identifies parts of speech in order to replace select words from an existing poem to create a new poem

You can use either of these assessment methods with poetry. You can adapt these for your class and situation, but here are suggestions.

Portfolio

Collect writing samples at the beginning, middle, and end of the academic year or semester. Include the
draft, revision, and publication stages of the writing. Date stamp each item. At the end of the year, invite
students to add a short paragraph describing the project and their writing.

Rubric

Each objective can be assessed according to a five point scale based upon grade level expectations.
Determine the benchmark criteria according to grade level expectations:

1 would be preconventional, student may need maturity to handle complex thinking skills involved with much poetry.
2 is emergent. Student is getting some of the concepts and missing others.
3 represents developing. This student is beginning to use poetry techniques and their ideas demonstrate an understanding and appreciation of poetry.
4 is expanding. Student is stretching out and exploring poetry. He/she is enjoying reading and writing and doing well.
5 is confident. This student obviously has a talent for writing poetry. This student does well in all aspects and shows great maturity at grasping even the most complex issues.
I usually use the letter grades 1=F, 2=D, 3=C, 4=B, and 5=A

Another Method of Evaluation is to make a poetry booklet demonstrating knowledge of all of the poetry elements and types of poems studied.

The student will go through all of the poetry lessons and complete a poetry "booklet" of their final works.