Advanced English 10 Rand/Adamietz Poetry Out Loud Activities and assessments Poetry Out Loud 2014
Introduction:
The activities you will engage in to better understand and articulate the emotional
journey of your poem are, in part, intended to build your vocabulary of
feeling, train your emotional intelligence, and to prepare you to speak
more confidently about any piece of writing or work of art.
Activities:
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Poem selection DUE Wed. Jan. 22
Collaborative doc: defining tone words DUE Wed. Jan 22
Close reading/annotation DUE Thurs. Jan. 23
Tone map DUE Mon. Jan. 27
Workshop/memorization IN CLASS Mon. – Wed. Jan. 27 - 29
Recitation IN CLASS Thurs./Fri. Jan. 30/31
Poem selection
Criteria:
§ use the Poetry Out Loud Website
§ must select one poem from the list of eligible poems
§ review level of complexity: make sure it is appropriate (in
length, theme, language) for you to memorize for recitation
Collaborative Doc: Defining Tone Words
You are each tasked with defining TWO or THREE tone words, all of which will
be available to you when you are crafting the tone maps of your poems.
o Prior to 1st period on Wednesday, please find your name and your words in
the collaborative doc (you can find it linked on both SCoodle AND my class
calendar).
o Define your words as thoughtfully as possible.
o Only one definition necessary. Be sure to select a definition most closely
associated with a feeling, emotion, or mood.
1 Close reading/Annotation (Value: 15 points)
• Formal writing: include a heading, follow formatting guidelines
• Type poem, along with title and author.
• Type analysis of poem based on the following questions (single space):
1. Who is the speaker of the poem? Explain your answer. 2. What is the tone of the poem? Give a specific example from the poem to support your answer. 3. What is the mood of the poem? Explain your answer. 4. Are similes, metaphor, and/or personification present in the poem? If so, give specific examples from the poem of each device. 5. Is imagery present in the poem? If so, give specific examples from the poem to support each sense present. 6. Are there any allusions in the poem? Explain 7. What is the theme of the poem? Explain your answer. • Annotate the poem (this may be done by hand OR by inserting
footnotes when typing): define words you don’t know, make any relevant notes
to yourself
• Identify any sonic patterns in the poem (this can be done by hand or by
using different colors or highlighting when typing up your poem). Tone Map (Value: 15 points)
Introduction:
Poems tell a “story of emotions”: a series of moods that change as the poem moves
from start to finish. The more effectively you “read” the story of emotions to your
audience, the more fully they will experience your poem. Whether or not they
understand exactly what the poem means, an audience will be able to experience and
enjoy the emotional drama that you convey through your recitation.
Instructions:
• Formal writing: include a heading, follow formatting guidelines
• Type poem, along with title and author.
• To help you prepare for your recitation you will create a 2 column tone map for
the poem you have chosen to recite.
• Label the left column as Section and the right column as Tone.
2 • Tonal shifts may occur in a poem’s lines and stanzas or they may occur between
a poem’s words.
• Use the Collaborative Doc: Defining Tone Words to find the tones and
emotions you want to convey in your recitation.
First: Read your poem quietly. Take note of where you see tonal shifts. Then, label
those shifts with tones and emotions that you see and wish to convey.
Second: Read your poem aloud. Take note of where you hear tonal shifts. Are you able
to convey the tones and emotions that you found when you read quietly? Do these
shifts, tones and emotions make sense with your poem? Make sure you can support your
reasoning for your choices.
Example Tone Map
“Sonnet 130: My Mistress’ Eyes Are Nothing Like the Sun”
by William Shakespeare
Section I love to hear her speak,
Tone Warmly (here, the narrator is
appreciating his mistress’ thoughts)
yet well I know
Mocking and humorous (“yet” as
That music hath a far more pleasing sound; in “but” or “however”); It’s as if he
is saying that his mistress’ voice
sounds awful, but he still likes it
I grant I never saw a goddess go;
My mistress when she walks treads on the
ground.
Mockingly-Disappointed that
mistress treads rather than walks
gracefully (I imagine a goddess that
will “go” gracefully and regally while
the mistresses tramples and tromps
upon the ground instead)
And yet, by heaven, I think my love as rare
As any she belied with false compare.
Lovingly, adoringly (“yet” as in
“but” or “however”). The narrator
loves the mistress despite faults or
exaggerated expectations.
*note that this is an excerpt from the sonnet AND just one interpretation 3 Poetry Out Loud Recitation Rubric
Physical Presence (5 points)
Consider: eye contact, body language, and posture.
Relax- enjoy your poem!
_______
Voice and Articulation (5 points)
_______
Consider: volume, pace, intonation, and proper pronunciation.
Proceed at a natural and fitting pace. (A line may call for a fast pace,
but there is a distinction between this and simply reading quickly
to “get the job done.”)
Dramatic Appropriateness (5 points)
_______
Think of yourself as being a storyteller rather than an actor.
Use gestures only when appropriate-- when in doubt, leave them out!
Don’t use movements which take away from the poem and your
recitation of it.
Evidence of Understanding (5 points)
Were you attentive to the poem’s meanings and messages?
_______
Overall Performance (10 Points)
_______
Have you captivated your audience? Did you bring your audience to
an understanding of your poem? Were physical presence, voice and
articulation, and dramatic appropriateness on target?
OR
Was the recitation poorly presented? Was the recitation not well prepared?
Total (35 points)
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