1. Heather Vaux Nicole Williams

2. Sunshine Standards for 5 th Grade Benchmark LA.C.3.2.3: The student speaks and writes for specific occasions, audiences, and purposes, including conversations, discussions, projects, and informational or imaginative presentations. Students will produce several authentic products modeling each genre of poetry. each poem should have a specific audience and purpose. Students should know their audience and purpose before writing.

3. Benchmark LA.C.1.2.1: The student listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, informational speeches. Students will listen to others present their poems and write critiques and comments for their peers. For this students should address eye contact, body movement, voice projection, and the quality of the overall presentation of the presenter.

4. Benchmark LA.B.2.2.4: The student uses electronic technology, including word- processing software and electronic encyclopedias, to create, revise, retrieve, and verify information. Students will use the internet to access a variety of poetry so as to collect ideas for their own authentic pieces. For final drafting of the finished product, students will use a word processing software to type their poems in an organized fashion. Here students can also utilize spell/grammar check, and online thesauruses. Students may also use computer generated graphics to supplement their work. In addition to computer generated graphics, Students may also use other electronic technology such as scanners to scan hand draw images, photographs, paintings, etc. to their poems.

5. Benchmark LA.B.1.2.3: The student produces final documents that have been edited for · correct spelling; · correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks · correct capitalization of proper nouns; · correct paragraph indentation; · correct subject/verb agreement, verb and noun forms, and sentence structure; and · correct formatting according to instruction. Pretty self-explanatory. Of course no document can be finalized or published without the correct usage of English spelling and grammar.

6. Benchmark LA.A.2.2.5: The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task This benchmark can tie into reading poetry on the web to get ideas for their own work (Benchmark LA.B.2.2.4:) and then organizing the resources they plan to use. The students purpose will be to use the selected materials to model several types of poetry, present one poem of their choice to the class, and to post all finalized poems in a class e- book.

8. The first letter of each line spells a word, using the same word as the title Example: Perfection People have expectations of Everything they want me to be without Realizing that my Future is in my own hands Except they think they know what’s best for me Choosing my own destiny Taking my own path in life Inspiring others to take a risk Overcoming obstacles and Never giving up on a dream

10. An unrhymed verse originating from Japan, that contains 3 unrhymed lines in a 5,7,5 pattern of syllables equaling 17 syllables. Haiku’s are written in the present tense and focus on nature or seasons. Example: Fallen snow Glistening white snow Falling gently on the ground Winter’s come once more

12. A rhymed humorous or nonsense poem originating from Ireland. A limerick contains 5 lines, in a rhyme scheme of a a b b a. The syllables are arranged in a 9 9 6 6 9 pattern. Example The man from Barbados There once was a man from Barbados Who sat on a sac of potatoes He would sit there all day And had nothing to say ‘Cause his mouth was full of tomatoes

14. A 7 lined contrast poem designed in the shape of a diamond Line order: #1- a noun or subject #2- 2 adjectives that describe the noun or subject # 3-3 words ending in –ing that describe the noun or subject #4-4 words- 2 about the noun, 2 that describe the ending antonym or synonym #5-3 words ending in –ing about the antonym or synonym #6- 2 adjectives describing the antonym or synonym #7- an antonym or synonym

15. Example: Peace and War Peace freedom, security empowering, liberating, loving compassion, trust, terror, crime hating, violating, devastating unrest, violence War Diamante cont.

17. A 6 line poem, the syllables are in a 2 2 2 2 9 9 pattern. Lines 1-4 rhyme and are descriptive. Lines 5 and 6 rhyme and incorporate lines 1-4. Example: The darkest night fright night light bright When there is fright in the dark of night, There will always turn light to shine bright.

18. Poetry e-book project Each student will create an original book of poems, using the 5 genres of poems taught in class. Each book created by the students will be submitted and compiled to create an e-book, which will be displayed on the school website.

19. Works Cited http://www.okaloosa.k12.fl.us/south/languageartsstandards3rdto5th.htm http://www.shadowpoetry.com http://edtech.kennesaw.edu/intech/rubrics.htm http://rubistar.4teachers.org http://www.getworksheets.com Examples of poems created by Heather Vaux, and are original works

20. CATEGORY4321 OrganizationThe poems are very well organized. One idea or scene follows another in a logical sequence with clear transitions. The poems are pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The poems are a little hard to follow. The transitions are sometimes not clear. Ideas and scenes seem to be randomly arranged. CreativityThe poems contain many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The poems contain a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The poems contain a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the poems. The author does not seem to have used much imagination. Focus on Assigned TopicThe entire poem book is related to the assigned topic and allows the reader to understand much more about the topic. Most of the poem book is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Some of the poem book is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. Spelling and PunctuationThere are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors. Writing ProcessStudent devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Student devotes little time and effort to the writing process. Doesn't seem to care. IllustrationsOriginal illustrations are detailed, attractive, creative and relate to the text on the page. Original illustrations are somewhat detailed, attractive, and relate to the text on the page. Original illustrations relate to the text on the page. Illustrations are not present OR they are not original. Poetry e-book grading rubric