5.6 ENC

5.6ENC.docx

Poetic Parallels Assessment

Part 1: Comparing Context

You selected and researched two primary source poems and their related secondary sources in previous lessons. It's time to evaluate these primary source poems (or song lyrics) for their use of explicit and implicit details. The goal is to determine which poem or song best communicates the author’s perspective on the historical, political, or social context.

To complete the chart below, please revisit your previous work and have the following available:

· your two primary source poems or song lyrics

· your two secondary sources

	Poem 1	Poem 2
Poem Title
Author
Year of Publication
Implicit or Explicit Details from Poem Which details reflect how the author feels about the topic?
Evidence to Support Perspective from Secondary Source
Implicit or Explicit Evidence from Poem Which details reflect how the author feels about the topic?
Evidence to Support Perspective from Secondary Source
Implicit or Explicit Evidence from Poem Which details reflect how the author feels about the topic?
Evidence to Support Perspective from Secondary Source

Part 2: Who Said It Better?

Synthesize the information from the chart and compose a written response of 7-10 sentences that answers the following question:

Choose the poem that more effectively communicates the author's perspective about the historical, political, social, or cultural events that inspired their writing. Write a response that explains how this poem best achieved its purpose.

Your reflective response should include a topic sentence, incorporate evidence from the poem and secondary source s, and effectively cite your sources. It should include ample proof (pulled from the chart in Part 1) to support your opinion. Every piece of evidence should be introduced with a signal phrase and credited with a formal MLA in-text citation.

Reflective Analysis

Poetic Parallels Rubric

(100 points possible)

On Target

Almost There

Needs Improvement

Analysis Chart

(50 points)

50-40 points

· The analysis chart includes three specific examples of explicit or implicit details from both poems that clearly reflect the authors' perspectives on the topic.

· The analysis chart includes three pieces of evidence for both poems that directly support the evidence from the poem in relation to context and the authors' perspectives.

39-30 points

· The analysis chart includes three specific examples of explicit or implicit details from both poems that attempt to reflect the authors' perspectives on the topic, or the chart is missing some of this evidence.

· The analysis chart includes three pieces of evidence for both poems that attempt to support the evidence from the poem in relation to context and the authors' perspectives, or the chart is missing some of this evidence.

29-0 points

· The analysis chart is mostly incomplete or does not reflect an effort to locate textual evidence to support the authors' perspectives on the topic.

Who Said

It Better?

(40 points)

40-32 points

· The student insightfully and thoroughly reflected on the effectiveness of the poem they felt best communicated the historical, political, or social context through implicit and explicit details.

· The student wrote a paragraph of at least 7 sentences and incorporated ample and relevant evidence from both the primary source poem and the secondary research source.

· The paragraph contains a clear topic sentence and appropriate internal MLA citations and signal phrases.

31-24 points

· The student attempted to reflect on the effectiveness of the poem they felt best communicated the historical, political, or social context, but the reflection may be vague or underdeveloped.

· The student wrote a paragraph of about 7 sentences and attempted to incorporate relevant evidence from both the primary source poem and the secondary research source.

· The paragraph's topic sentence may be unclear.

· The paragraph may lack appropriate internal MLA citations and signal phrases.

23-0 points

· The student may be missing the paragraph in its entirety, or the paragraph may be too short to fully develop a cohesive idea about the selected poem's effectiveness.

· The student may be missing substantial support from the poem, the research source, or both.

· The paragraph may be lacking a topic sentence and/or MLA citations and signal phrases.

Grammar

(10 points)

10-8 points

· There are virtually no spelling, punctuation, or grammatical errors.

7-6 points

· There are a few spelling, punctuation, or grammatical errors.

5-0 points

· There are several spelling, punctuation, or grammatical errors.

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5.6 ENC

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