Poetry Presentation
9-10 Minutes Poetry Analysis of Selected Margaret Atwood Poem with 2-3 Minute Video
Sample Presentation
Objectives
By analyzing poetry creatively and analytically, students will demonstrate…
Students will individually deliver a 8-10 minute presentation and will be assessed on their knowledge and understanding of the works, the presentation’s structure, audience engagement, and appropriate language and literary terms.
Give credit to the source by introducing author and title of the work. What is the universal insight? Start with how the author develops a universal insight into the poem. Include a thesis statement about how the author develops this universal insight through her language.
2. Zoom In
Tell how the author is able to develop this universal insight (theme) through various elements
STRUCTURE: APPLICABLE TERMS: stanza, rhyme, fixed rhyme, ascending (iamb, anapest) vs descending rhythm (dactyl, trochee), genre (narrative, lyric, dramatic, epic), form (sonnet, limerick, etc.), repetition, anaphora, punctuation, enjambment, caesura, polysyndeton vs asyndeton
In what ways does the final line/stanza change your understanding of the poem as a whole?
How is the poem structured? Do you notice any breaks use for a pause (caesura) or uninterrupted thoughts (enjambment)?
How are the stanzas arranged? Is there a purposeful design to how the stanzas and breaks are arranged?
How does the rhyme or meter used impact the reading of the poem?
In what ways does the final line/stanza change your understanding of the poem as a whole?
How is rhythm used to complement the thought and feeling of the poem?
How does the progression of ideas contribute to the development of the theme(s)?
How does the punctuation used influence how the poem is read/heard?
WORD CHOICE: sound: euphony vs. cacophony, ways to describe diction: formal, informal, colloquial, full of slang, poetic, ornate, plain, abstract, concrete, connotative vs. denotative, euphemistic, grotesque, idiomatic, jargon, simple, symbolic, prosaic (dull), concrete, colorful, esoteric (hard to understand/formal), sound devices: alliteration, onomatopoeia, consonance, assonance, figurative vs. literal language
Are the words using euphony (pleasant sounds) or cacophony (harsh sounds)?
How would you describe the diction? What words help you understand the type of diction used? How does the diction impact the meaning of the poem?
In what ways does the poet use repetition to underline key ideas?
What is the relationship between the title and the poem itself?
How would you describe the style of diction? How does the author’s word choice contribute to the meaning of the poem?
How is the character of the speaker revealed through the diction employed?
What might be considered ambiguous in this poem based on the diction used?
ELEMENTS OF POETRY: simile, metaphor, personification, allusion, hyperbole, litotes, apostrophe, symbolism, motif, alliteration, consonance, assonance, parallel structure, etc.
What tropes or figurative devices are used to enhance the meaning?
How is symbolism used to convey meaning?
How are sound effects employed in this poem?
What poetic elements are used to create an emotional response in the reader?
POINT OF VIEW: speaker, persona
How does the use of a persona contribute to the dramatic force of the poem?
What do you know about the speaker of the poem? Is there a specific persona that is being presented (the way the speaker behaves, thinks, or feels)?
How does the use of a persona contribute to the dramatic force of the poem?
How does this extract reveal the thoughts/feelings of the persona?
TONE: positive words: hopeful, optimistic, passionate, fanciful, ecstatic, dreamy, amiable, brave, calm, compassionate, confident, appreciative, content, jovial, peaceful, whimsical, playful, romantic, reverent, fervent, humble, inquisitive, nostalgic, meditative, earnest; negative words: accusing, aggravated, apathetic, haughty, indignant, critical coarse, manipulative, insulting, facetious, disgusted, arrogant, bitter, horrific, melancholy, depressed, dejected, pitiful, morose, fearful, embarrassed, apologetic, concerned, despairing, remorseful, poignant, mournful, histrionic (overly dramatic), pretentious; humor or ironic words: amused, caustic, mocking, patronizing, sarcastic, satiric, insolent, joking, bantering
Is there an underlying tone or multiple tone shifts throughout the poem? How does the author develop a tone? Are tone shifts prevalent?
TIME AND PLACE: atmosphere of the setting: mood developed by the author e.g. gloomy, ominous, foreboding, magical, etc.
Is there a historical context that is important to understanding the work?
How does the setting of the poem play a role in the development of the theme?
Is it more abstract or literal?
= THEME
How does the progression of ideas contribute to the development of a universal theme?
POETRY PRESENTATION & VIDEO | ||||||
ACHIEVEMENT LEVEL | 100 7 ADVANCED ACHIEVEMENT | 95 6 EXEMPLARY ACHIEVEMENT | 85 5 PROFICIENT ACHIEVEMENT | 75 70 4 3 SUFFICIENT ACHIEVEMENT | 60 55 2 1 LIMITED ACHIEVEMENT | 50 0 INSUFFICIENT EVIDENCE |
Criterion A: Knowledge and understanding How much knowledge and understanding does the student show of the work(s) used in the presentation? To what extent does the student offer a good knowledge of research that ties into the historical context of the work? | There is EXCELLENT knowledge and understanding of the content with a detailed explanation of content. | There is VERY GOOD knowledge and understanding of the content with most of the implications of the content explored. Some ideas could have been elaborated on, but overall had a good amount of detail. | There is GOOD TO ADEQUATE knowledge and understanding of the content. More concrete detail could have strengthened the presentation. | There is ADEQUATE knowledge and understanding of the content. Presentation lacked some detailed and coherency of thought. | There is LITTLE knowledge and superficial understanding of the content. Presentation lacked detailed and coherency of thought. | The student does not reach a standard described by any of the descriptors below. |
Criterion B: Presentation How organized is the presentation? How easy is it to follow e.g. ability to read font, graphic layout, etc.? How coherent was the presenter in delivering an idea? Was the language accurate e.g. grammar, spelling, etc.? | There was an EXCELLENT organization and delivery of information. Accurate language. Presentation flowed smoothly logically. | There was a VERY GOOD organization and delivery of information with minor concerns to organization and language. Presentation flowed for the most part and logical connections. | There was an GOOD TO ADEQUATE organization and delivery of information, but could have been stronger in some organizational aspects e.g. layout, readability of information, design, spelling/grammar, etc. The presentation flowed at parts, but there were clear disconnects between transitioning from one idea to the next. | There was an ADEQUATE organization and delivery of information, but could have been stronger in organization e.g. layout, readability of information, design, spelling/grammar, etc. The presentation flowed at parts, but there were clear disconnects between transitioning from one idea to the next. | There was MINIMAL organization and delivery of information using proper conventions. The presentation lacked clear transitions providing a disconnect in the information. | The student does not reach a standard described by any of the descriptors below. |
Criterion C: Appreciation of Poet’s Choices To what extent does the analysis show appreciation of how the writer’s choices of language, structure, technique and style shape meaning? | There is EXCELLENT appreciation of the ways in which language, structure, technique and style shape meaning in the poem. | There is VERY GOOD appreciation of the ways in which language, structure, technique and style shape meaning in the poem. | There is a GOOD TO ADEQUATE appreciation of the ways in which language, structure, technique and style shape meaning in the poem although some areas could have been developed more. | There is an ADEQUATE appreciation of the ways in which language, structure, technique and style shape meaning in the poem; there were several areas that could have been developed more. | There is some mention, but LITTLE appreciation, of the ways in which language, structure, technique and style shape meaning in the poem. | The student does not reach a standard described by any of the descriptors below. |
Criterion D: Producing a Text (Video) To what extent does the student focus on the creative process and demonstrate an understanding of the connection between the creator and his audience? How does the student develop the ability to make choices aimed at producing texts with purposeful, stylistic choices? | Student produces a video that demonstrate a HIGH DEGREE of PERSONAL ENGAGEMENT with the creative process and PERCEPTIVE INSIGHT. Student makes EFFECTIVE STYLISTIC CHOICES in terms of VISUAL and LITERARY devices. | Student produces a video that demonstrate a CONSIDERABLE DEGREE of PERSONAL ENGAGEMENT with the creative process and CONSIDERABLE INSIGHT. Student makes STYLISTIC CHOICES in terms of VISUAL and LITERARY devices. | Student produces a video that demonstrate ADEQUATE to GOOD personal engagement with the creative process; demonstrates SOME insight, imagination Student makes SOME STYLISTIC CHOICES in terms of VISUAL and LITERARY devices. | Student produces a video that demonstrate ADEQUATE engagement with the creative process; demonstrates ADEQUATE insight and imagination Student makes ADEQUATE STYLISTIC CHOICES in terms of VISUAL and LITERARY devices. | Student produces a video that demonstrate LIMITED engagement with the creative process; demonstrates LIMITED insight and imagination Student makes LIMITED STYLISTIC CHOICES in terms of VISUAL and LITERARY devices. | The student does not reach a standard described by any of the descriptors below. |