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2
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3
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4
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Student will identify
the speaker and audience of the assigned poem.
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Student cannot identify
the speaker and/or intended audience of the poem.
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Student can identify
both the speaker and the intended audience of the poem.
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Student can identify
both the speaker and the intended audience of the poem.
Student can support his/her choice of speaker or intended
audience with evidence from text.
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Student can identify
both the speaker and the intended audience of the poem.
Student can support his/her choice of speaker and intended
audience with evidence from text.
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Student will identify
the type of poem being presented and thoroughly discuss
the topic being addressed by the speaker.
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Student states type
or topic. Student does not give details to support answer.
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Student states type
and topic. Student does not give details to support
answer.
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Student states type
and topic. Student gives minimal details to support
answer.
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Student states type
and topic. Student gives multiple details to support
answer.
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Student will identify
the tone and mood of the assigned poem.
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Student cannot identify
the tone or mood of the poem.
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Student can identify
both the mood and the tone of the poem.
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Student can identify
both the tone and the mood of the poem. Student can
support his/her choice of tone or mood with evidence
from text.
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Student can identify
both the tone and the mood of the poem. Student can
support his/her choice of tone and mood with evidence
from text.
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Student will discuss
the author's use of poetic devices, imagery, and word
choice.
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Student can identify
only one poetic device used or image created within
the poem.
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Student can identify
two to three poetic devices used or images created within
the poem. Student can discuss basic structure of the
poem.
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Student can correctly
identify more than three poetic devices and images created.
Student can explain how the poetic devices and/or images
enhance the poem. Student can discuss the structure
of the poem in detail including information on the rhyme
scheme, diction, or syntax.
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Student can correctly
identify more than three poetic devices and images created.
Student can explain how the poetic devices and/or images
enhance the poem. Student can discuss the structure
of the poem in detail including information on the rhyme
scheme, diction, and syntax.
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Student can identify
the central theme of the poem. Student will connect
poem to life today.
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Students makes a one
or two word comment on the theme of the poem.
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Student states the
theme of the poem in a complete sentence. Student does
not give details to support answer.
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Student states the
theme of the poem in a complete sentence. Student gives
one or two details from the text to support theme.
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Using complete sentences,
student states more than one possible theme of the poem.
Student gives multiple details to support theme.
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Content
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My poem was not memorized
at all. I did not introduce the poem or the author.
I gave no information on the author. I provided no personal
reflection. Optional musical or visual components were
inappropriate and distracting.
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My poem was only partially
memorized. I provided an incomplete introduction. I
was either missing or had incomplete author comments
and/or personal reflection. Optional musical or visual
components did not add to the presentation or were poorly
executed.
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My poem was memorized
and I made 3 or fewer errors in recitation. I introduced
my poem and author. I provided minimal information about
the author and a brief personal reflection. Optional
visual or musical components were appropriate and properly
executed.
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My poem was fully memorized
and recited without error. I introduced the poem and
the author. I provided complete and informative statements
about the author and my own personal reflections. Optional
visual or musical components were appropriate and engaging.
They enhanced the performance and were well executed.
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Body Language
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My body language was
stiff and unresponsive. I had poor posture. I made wildly
inappropriate gestures.
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My body language was
somewhat stiff. My posture was acceptable. My gestures
were a bit distracting.
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My body language was
mostly relaxed. My posture was good. My gestures were
a bit stiff and unnatural but not overly distracting.
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My body language was
alert and relaxed. I maintained excellent posture. I
made only meaningful, natural and appropriate gestures,
if any.
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Vocal Performance
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My pitch was monotone
throughout the presentation. My pronunciation was garbled
and difficult to understand. My rate of speech was either
much too slow or much too fast. My volume was either
much too loud or much to soft.
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I attempted to vary
my pitch but lapsed into monotone at certain points
of my presentation. My pronunciation was somewhat clear
but still a bit difficult to understand. My rate of
speech was either somewhat too slow or somewhat too
fast. My volume was either somewhat too loud or somewhat
too soft.
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My voice varied in
pitch. My pronunciation was mostly clear and easy to
understand. My rate of speech was either a bit too slow
or a bit too fast. My volume was either a bit too loud
or a bit too soft.
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My voice varied appropriately
in pitch. It was not monotone. My pronunciation was
clear and easy to understand. My rate of speech was
neither too slow nor too fast. My volume was neither
too loud nor too soft.
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Eye Contact
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I failed to maintain
eye contact for the majority of my presentation. I spoke
only to one person or to no one at all. It appeared
as though I was trying to drill a hole in the floor
with my laser eyes.
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I made sporadic eye
contact during my presentation. I attempted to include
more than one person. I occasionally tried to drill
a hole in the floor with my laser eyes.
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I made eye contact
for more than half of my presentation included the majority
of the audience. I did not look like I was trying to
drill a hole in the floor with my laser eyes.
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I maintained good eye
contact for the majority of my presentation. I spoke
to the entire audience not just one or two people.
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Presentation of
Poetry
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Unprepared. Unfamiliar
with material (words, timing etc.)
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Demonstrates developing
presentation skills. Some eye contact and familiarity
with poem shown.
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Student is familiar
with the poem .( timing, words etc. ) Poem is presented
confidently.
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Presentation of poem
shows that student has spent time practicing and perfecting
delivery. Reading reflects emotion and meaning of poem.
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Information about
Poet
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Very little or no information
about the poet.
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Student has some understanding
of the poet's life etc. Some time has been spent researching.
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Information about poet
is presented. Student has selected important and relevant
information.
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Good understanding
of poet. Student chooses interesting and important information
to share with the audience . Student has clearly researched
chosen poet.
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Analysis of Poem
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Little or no analysis
completed and shared.
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Student has done some
analysis of poem. More in-depth study is needed .
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Student has analyzed
and shared their study . Analysis reveals poetic devices
and possible interpretation
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Excellent analysis
of poem. Poetic devices , possible interpretation etc.
are examined. Student clearly has an understanding of
poem.
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Awareness of Audience
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Little or no connection
with audience. Presentation not taken seriously.
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Some connection with
audience. Student tries to engage audience.
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Student connects with
audience and is aware of how the audience is responding
to their presentation.
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Student connects with
the audience and reads / analyzes poem in a manner that
demonstrates their goal to interest audience in their
poem.
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Connection to Poem
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No clear connection
between student and poem . Not sure why poem was chosen
by student.
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Some evidence as to
why student chose poem. Student can explain to some
extent why they chose this poem/ poet.
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Student is able to
explain why they chose poet/poem. Connection is evident
throughout presentation.
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Connection to poet/poem
is clear. All aspects of presentation reveal why the
student made the decision to present this poem.
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Total---->
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