Duplication | Eureka | Looney Lobster | Classroom Literacy
Poetry Retelling Self-Evaluation
from Inquiry Unlimited
[in pursuit of inquiry-based strategies.]
| Your Name: _____________ ||Date: _________
| Poem Title: ________________________
|Book Title: ______________________ || Author: ______________________
| Publisher: ___________________ ||City: ______________||Year of publication: _____
- I provided a word processed copy of the poem for our booklet.
- I illustrated the poem as a published product.
- I organized written observations of the poem in preparation for
my oral presentation for our class which included my ability to:
a. Identify and analyze the structure of the poem.
_ (1) Couplets (2 lines which rhyme)
b. Observe , identify, and mention elements in the poem.
_ (2) Free verse (no rhyming pattern; expresses an idea or a story)
_ (3) Cinquain (five-line poems)
_ (4) Elegy (a sad poem usually written in honor of a dead person)
_ (5) Epic (a long poem that tells a story; usually based on history)
_ (6) Haiku (three non-rhyming lines; 5 syllables; 7 syllables; 5 syllables)
_ (7) Limericks (5 line humorous poems)
_ (8) Ballads (Stories told in poetic form.) (ABCB pattern)
_ (9) Sonnets - (love poems including 14 lines with a set rhyme pattern)
(1) rhyming patterns - end words that rhyme (ABCB) (AABB)
c. Interpret the content of the poem to include:
(2) comparison using similes - "like" or "as" - -
("Your eyes sparkle as diamonds.")
(3) comparison using metaphors implying one thing is the other -
("Your eye is a diamond sparkling in the light.")
(4) onomatopoeia - imitation of natural sounds - -
(buzzing bee)(meow, hiss, gurgle, splat)
(5) alliteration - repetition of a sound -
My mother makes muffins on Monday.
(6) Personification makes non-human animals and nature
seem human ("The fire leaped from house to house.")
(1) What you felt the poet was trying to express in this poem.
d. Personally evaluate the poem to include:
(a) This might include: where the poem took place, the characters, or any
problems in the poem.
(2) What specific details, word images, and specific language the poet used to
express his feelings?
(1) What you liked in the poem and why?
(2) How would you connect this poem to your life?
Pass in: Written observations (report) of your presentation; class produced, word processed copy of
your poem; class produced, illustrated, published poem product; this checklist.
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Created in 1998. Last modified: January 29, 2085. Copyright © 1999, - Marjorie Duby.
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