Environment Poem
Unit 3: Analyze to Understand (Criteria B and C)
Using proper poetry conventions, figurative language, sensory detail and imagery, describe an environment that you enjoy. This can be a place you visit, a place you call “home”—anything. When someone else reads this piece, you are going to attempt to use your description to put the person right there with you.
Level 7-8 In order to achieve the highest level, students must exhibit a perceptive understanding of each of the following elements. Inclusion of the devices is purposeful and artistic beyond the capabilities of traditional sixth grade poetry. Student will label and include:
Line breaks for emphasis, 6+ stanzas, strong verbs, specific nouns, pronouns, 3+ adjectives & adverbs, personification, hyperbole, idiom, onomatopoeia, alliteration, simile, metaphor, sensory details (5 senses). …show more content…
Level 3-4
Although some elements are correct, student is missing some of the following: Line breaks for emphasis, multiple stanzas, strong verbs, specific nouns, pronouns, 3+ adjectives & adverbs, personification, hyperbole, onomatopoeia, alliteration, simile, metaphor, sensory details (5 senses).
Level 1-2
Student is missing or does not show an understanding of many of the following: Line breaks for emphasis, multiple stanzas, strong verbs, specific nouns, pronouns, 3+ adjectives & adverbs, personification, hyperbole, onomatopoeia, alliteration, simile, metaphor, sensory details (5 senses). I wake up
I feel exhausted
Quickly a piece of cheese appears
It is larger than a building Every piece of cheese I eat I lose a piece of my feet
But it is O.K for I love cheese
And love is like a
Unit 3: Analyze to Understand (Criteria B and C)
Using proper poetry conventions, figurative language, sensory detail and imagery, describe an environment that you enjoy. This can be a place you visit, a place you call “home”—anything. When someone else reads this piece, you are going to attempt to use your description to put the person right there with you.
Level 7-8 In order to achieve the highest level, students must exhibit a perceptive understanding of each of the following elements. Inclusion of the devices is purposeful and artistic beyond the capabilities of traditional sixth grade poetry. Student will label and include:
Line breaks for emphasis, 6+ stanzas, strong verbs, specific nouns, pronouns, 3+ adjectives & adverbs, personification, hyperbole, idiom, onomatopoeia, alliteration, simile, metaphor, sensory details (5 senses). …show more content…
Level 3-4
Although some elements are correct, student is missing some of the following: Line breaks for emphasis, multiple stanzas, strong verbs, specific nouns, pronouns, 3+ adjectives & adverbs, personification, hyperbole, onomatopoeia, alliteration, simile, metaphor, sensory details (5 senses).
Level 1-2
Student is missing or does not show an understanding of many of the following: Line breaks for emphasis, multiple stanzas, strong verbs, specific nouns, pronouns, 3+ adjectives & adverbs, personification, hyperbole, onomatopoeia, alliteration, simile, metaphor, sensory details (5 senses). I wake up
I feel exhausted
Quickly a piece of cheese appears
It is larger than a building Every piece of cheese I eat I lose a piece of my feet
But it is O.K for I love cheese
And love is like a