Rubric Germantown High School, Philadelphia

Assessment for Poetry Unit Poet-in-Residence: Isaac Maefield Attendance The student is expected to be in class every day of the workshops. If absent, the student is expected to bring in an excuse note to Ms. Hampton and make up all missed work. 4 - Perfect attendance 3 - Student is absent from one class 2 - Student is absent from two or three classes 1 - Student is absent from four or more classes 0 - Student never attends Behavior During class tin e. student will listen actively and participate appropriately (one person talks at a time, raises hand before speaking, etc.) Student will take notes from the blackboard and from the lecture itself. Student follows these rules of behavior 4 - All of the time 3 - Most of the time (needs reminders 1 or 2 times)' 2 - Some of the time (needs reminders 3 or 4 times) 1 - Rarely (needs reminders more than 4 times) 0 - Never/ absent from class Homework and Classwork Student is expected to complete homework. assignments on time. Students are expected to complete the assigned classwork in the time allotted. Student completes and hands in: 4 - All of the in-class and take-home assignments 3 - Student misses 1 assignment 2 - Student misses 2 assignments 1 - Students misses 3 or more assignments 0 - Student does not do the assignments Process & Product Students will work under the direction of a Poet-i n -Residence to create their own poetry. They will follow a process whereby they will do exercises to write effectively, to edit their work, and to rewrite what they have produced for a final version. Students will learn how poems are constructed. They will be empowered to create poems that express their personal stories. They will then give a poetry reading for their classmates, parents, and community partners. Their work will be collected in an anthology, and each student will receive a copy. Copies will also be made available to the school library. As a part of an interdisciplinary curriculum, this Poetry workshop will provide the students with an historical framework for their American History class. It will show them the evolution of Black writing (including blues and gospel music) from the early 1900's to the present and how it parallels the movement of people from a rural economy to an industrialized one. They will learn the value of oral history and its relationship to literature. Students will view videotapes and listen to audio tapes that support these lessons. Students will learn that primary source materials can be accessed in many forms. The poetry that they write will be one more source of primary information which future generations can use. DAILY WORK Students will be asked to write and turn in certain number of poems per day, demonstrating the use of a specific poetic technique. 4 -Student turns in the required number of poems each day, -and shows understanding of the assignment 3 -Student turns in the required number of poems each day, but does not show an understanding of the assignment 2 - Student does not turn in the required number of poems each day, but shows an understanding of the assignment of the work he does turn in 1 - Student does not turn in the required number of poems each day, and does not show an understanding of the assignment 0 - Student does not turn in any work, or is absent REVISION AND EDITING Student will demonstrate with at least one assignment a knowledge of editing and revision. 4 - Student confers with and edits his first draft following all the suggestions (critiques) given by the Poet-in-Residence. 3 - Student confers with and edits his first draft following most of the suggestions (critiques) given by the Poet-in- Residence 2 - Student confers with and edits his first draft following'-some of the suggestions (critiques) given by the Poet-i n- Residence 1 - Student confers with and edits his first draft following a few of the suggestions (critiques) given by the Poet -i n- Residence 0 - Student does not confer with the Poet-in -Residence and does not turn in a revision of the first draft of his

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