CREATE A POEM
Performance Standard 3C.B
Write three simple, rhymed poems and read them with rhythm accordingly:
• Using adjectives: Consistently choose adjectives that are opposites.
• Using verbs: Consistently choose verbs that rhyme.
• Using rhythm/rhyme: Consistently use adj-n-verb pattern; consistently conveys rhythm in oral presentation, and
Procedures
1.
2.
3.
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6.
7.
In order to communicate ideas in writing to accomplish a variety of purposes accordingly (3C), students
should experience any other learning opportunities to develop the following skills:
• Use available technology to plan, compose, revise and edit written work.
• Begin to rely on text as well as pictures and oral narration to convey meaning.
• Experiment with different forms of creative writing (e.g., song, poetry, short fiction).
Note: Afford students opportunities to read-aloud nursery rhymes and poems, practice reciting rhymes
individually, develop and practice reading a word wall of rhyming verbs, and identify some common adjectives
that are opposites.
Have students review and discuss the assessment task and how the rubric will be used to evaluate their work.
Provide students with illustrations that depict a noun (i.e., a person, place, thing, or idea). Each illustration
should have the noun written on it. (All students may use the same illustration, but a variety of illustrations
might make the activity more interesting.)
Ask each student to create a poem about the illustration. Students should select two adjectives that are
opposites and two rhyming verbs to create three couplets (i.e., two rhyming lines of the same length) with an
adjective-noun-verb pattern.
Allow students to practice reading the couplets they created, if necessary.
Have each student read the couplets rhythmically to classmates.
Evaluate each student’s work using the rubric. Add each student’s scores to determine the performance level.
Examples of Student Work follow
Time Requirements
• One class period
ASSESSMENT 3C.B
Resources
• Copies of the noun picture
• Word wall of verbs that rhyme
• Groups of adjectives that are opposites
• Create a Poem Rubric
CREATE A POEM
NAME _______________________________________________ DATE _______________________________
#
#
#
#
Exceeds standard (must receive 11 - 12 total points)
Meets standard (must receive 8 - 10 total points)
Approaches standard (must receive 5 - 7 total points)
Begins standard or absent (must receive 3 - 4 total points)
4
Adjective Usage
• Consistently chooses
adjective that are opposites.
Verb Usage
• Consistently chooses verbs
that rhyme.
3
• Usually chooses adjective
that are opposites.
• Usually chooses verbs that
rhyme
2
• Occasionally chooses
adjective that are opposites.
• Occasionally chooses verbs
that rhyme
1
• Seldom/never chooses
adjective that are opposites.
• Seldom/never chooses verbs
that rhyme
Rhythm/Rhyme
• Consistently uses adj-n-verb
pattern.
• Consistently conveys
rhythm in oral presentation.
• Usually uses
adj-n-verb pattern.
• Usually conveys rhythm in
oral presentation.
• Occasionally uses adj-nverb pattern.
• Occasionally conveys
rhythm in oral presentation.
• Seldom/never uses adj-nverb pattern.
• Seldom/never conveys
rhythm in oral presentation.
Score
ASSESSMENT 3C.B
SAMPLE—CREATE A POEM
_______________ frog _________________
_______________ frog _________________
ASSESSMENT 3C.B
"Meets" (page 1)
"Meets" (page 2)
"Meets" (page 3)
"Meets" (page 4)
"Meets" (page 5)
"Meets" (page 6)
"Meets" (page 7)
"Meets" (page 8)
"Meets" (page 9)
"Exceeds"