May 22nd Project Real 1999
Contents
How can we provide reflection and closure for Project Real--to
include the feelings and the content of a year?
This is how Laura and Sheri planned the May 22nd Project Real
Reading/Writing reflection lesson to incorporate the Essential
Academic Learning Requirements, rubrics, and a model assignment:
Purpose:
TAP
Topic: Project Real Learning
A udience: Peers
Purpose: Share process/ learning
through poetry via the writing process
May 22 Project Real
Assignment
Incorporate the writing process (prewrite,
draft, revise, edit, publish) to create a poem that reflects your
personal learning from a year with Project Real.
Follow a pattern from "I'm in Charge of Celebrations" to create
your poem, brainstorming or webbing ideas, writing a first draft, and
revising for word choice, transitions, connections, organization,
style, and content. (see Content/Style/Organization
Rubric).
The content should clearly demonstrate your "Celebrations" (key
words, phrases, days, moments, emails, phone calls, meetings,
conversations, weather patterns) that illuminate your learning this
year. The content should include all five senses whenever appropriate
to create a sensory picture of your learning in a style that gives
the reader a sense of the person behind the words.
Create a visual metaphor through an artistic representation of
your poem and attach your creative poem to your artwork.
Assignment Checklist
Design a "Celebrations" poem to express
your learnings (significant concepts and new understandings)
with carefully chosen detail, including the five senses as
appropriate.
- Writing Process clearly evident
- Content/Concepts: "Celebrations" clearly evident
through specific supporting detail: significant concepts or new
understandings expressed specifically and through the five senses,
as appropriate
- Style (through design, concept, details): effective use
of pattern, sensory imagery, word choice in significant concepts
and new understandings
- Organization/Design/Art: "Celebration" pattern clearly
evident; visual image connects poetic image
(see Content/Style/Organization
Rubric)
Writing
Essential Academic Learning Requirements for May 22
1.1.3.4
The student writes clearly and effectively, developing a concept and
design with carefully chosen and focused detail
Concept: All learnings (significant concepts and new
understandings) as a result of being a part of Project REAL
(EALRs, collaboration, risk-taking, etc.)
Design: "Celebrations" poem (optional: using a metaphor to
develop the concept)
Detail: Including all five senses whenever appropriate
See
Content/Style/Organization
(Final Draft) Rubric
3 The
student understands and uses the steps of the writing
process.
Scoring Criteria
Rubrics
Writing Process
Rubric
Prewriting
Rubric
First Draft Poetry
Rubric
Revision Poetry
Rubric
Edit Poetry
Rubric
Content/Style/Organization
(Final Draft) Rubric
Mechanics (Final Draft)
Rubric
Writing
Process Rubric:
The student: 1) prewrites to generate ideas and gathers
information; 2) drafts to elaborate on topic and supporting details;
3) revises to enhance text and style and collect input; 4) edits to
correct conventions; 5) publishes a poem to share with chosen
audience.
4: All the processes clearly demonstrated
3: Four of five clearly demonstrated
2: Three of five clearly demonstrated
1: Two of five clearly demonstrated
- Also see Washington State rubrics for prewriting,
drafting, revising, editing, publishing
(content/organization/style), and mechanics.
-
-
NOTE: The following rubrics are meant to be guidelines
for TEACHING each step in the writing process; they are not
meant to be required for each paper. The writing process is
recursive, flowing to and fro through the steps or skipping
some. When guiding students through a process, rubrics help
them know what to do.
-
- These rubrics are adapted from the CSL Middle Years
Writing Benchmark 2 1998 Persuasive Writing Toolkit. We
adapted them to fit this assignment for poetry.
-
- Poetry is unique and truly cannot be judged; it is a
personal connection to the topic. However, teaching
components of poetry or stages of the writing process can be
assessed. Please keep this in mind and be gentle with poetic
gifts of students. Target components, not the poetic visions
and connections our students share with us.
-
- Thank you.
Prewriting
Poetry Rubric
- Shows evidence of applying a prewriting strategy (e.g., free
writing, brainstorming, questioning..)
- Shows thorough evidence of generating a sufficient number of
ideas for writing
- Indicates elaboration of ideas
- Shows evidence of planning or organization of ideas
4: All the elements clearly demonstrated
3: Three of the elements clearly demonstrated
2: Two of the elements clearly demonstrated
1: One of the elements clearly demonstrated
First
Draft Poetry Rubric
- Clearly states main idea, content, details
- Is organized into several sections, with a beginning, middle,
and end
- Uses organizational pattern of lines and phrasing to
communicate ideas
- Adds substantive information to the prewriting ideas and drops
extraneous information
4: All the elements clearly demonstrated
3: Three of the elements clearly demonstrated
2: Two of the elements clearly demonstrated
1: One of the elements clearly demonstrated
Revision
Poetry Rubric
- Clearly states main idea, content, details
- Makes additions, deletions, substitutions, and rearrangements
to develop, increase the focus of, and organize ideas
- Revises paper for coherence establishing an organizational
pattern of lines and phrasing to communicate ideas
- Establishes an appropriate style of writing for the purpose
and the audience through effective use of word choice, phrase
structure, tone, and voice
4: All the elements clearly demonstrated
3: Three of the elements clearly demonstrated
2: Two of the elements clearly demonstrated
1: One of the elements clearly demonstrated
Editing
Poetry Rubric
- Has checked each line and made corrections as appropriate for
ease of reading and understanding of ideas through grammar,
spelling, punctuation, capitalization
- Has checked each line and made connections for any words or
phrases which may have been left out
- Has checked each line and made corrections for any words that
may have been misused (there for their or whether for weather)
3: All the elements clearly demonstrated
2: Two of the elements clearly demonstrated
1: One of the elements clearly demonstrated
Content,
Style, and Organization Rubric for "Celebrations" Assignment
Design a "Celebrations" poem to express
your learnings (significant concepts and new understandings)
with carefully chosen detail, including the five senses as
appropriate.
- Content/Concepts: "Celebrations" clearly evident
through specific supporting detail: significant concepts or new
understandings expressed specifically and through the five senses,
as appropriate
-
- Style (through design, concept, details): effective use
of pattern, sensory imagery, word choice in significant concepts
and new understandings
-
- Organization/Design/Art: "Celebration" pattern clearly
evident; visual image connects poetic image
A 4 point response:
- maintains consistent focus on the concepts and has ample
supporting content and detail
- has established coherence, establishing an organizational
pattern of lines and phrasing to communicate ideas with a sense of
wholeness and completeness
- provides transitions which clearly serve to connect ideas
- uses language effectively by exhibiting word choices in
content and details that are appropriate for intended audience and
purpose
- allows the reader to sense the person behind the words
- visual image vividly connects poetic image
A 3 point response:
- maintains adequate focus on the concepts and has adequate
supporting content and detail
- has established coherence, establishing an organizational
pattern of lines and phrasing to communicate ideas with a sense of
wholeness and completeness, although some lapses occur
- provides adequate transitions which in an attempt to connect
ideas
- uses language effectively by exhibiting word choices in
content and details that are appropriate for intended audience and
purpose
- allows the reader some sense of the person behind the
words
- visual image clearly connects poetic image
A 2 point response:
- demonstrates an awareness of the concepts and has some (or
few) supporting content and details, but may include extraneous or
loosely related material
- shows an attempt at an organizational pattern of lines and
phrasing to communicate ideas, but with little sense of wholeness
and completeness
- provides transitions which are weak or inconsistent
- has a limited and predictable vocabulary for content and
detail which may not be appropriate for intended audience and
purpose
- attempts somewhat to give the reader a sense of the person
behind the words
- visual image connects poetic image
A 1 point response:
- presents minimal information or ideas and few supporting
content and details which may be inconsistent with the meaning of
the text
- has little evidence of an organizational pattern or any sense
of wholeness and completeness
- provides transitions which are poorly utilized, or fails to
provides transitions
- has a limited or inappropriate vocabulary for content and
detail for intended audience and purpose
- provides the reader with little or no sense of the person
behind the words
- visual image somewhat connects to poetic image
A 0 point response:
- response is "I don't know"
- response is a question mark (?)
- response is one word or phrase
- response is only the title of the prompt or prompt
recopied
- response does not connect art/poetry images
Mechanics
Poetry Rubric
- Consistently made corrections as appropriate for ease of
reading and understanding of ideas through grammar, spelling,
punctuation, capitalization
- Exhibits use of fluency for each line and phrase for intended
effect
- Indicates line/phrase/verse (as appropriate) consistently
2: Consistently follows elements for intended effect
1: Fairly consistently follows elements for intended
effect
0: Elements cause confusion, intended effect unknown
-
TEXT
Baylor, Byrd (1986).
I'm In Charge of Celebrations. Charles Scribner's
Sons: New York.
or
on to Sheri's Model or Laura's
Model