Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

1. List of Common Core Objectives/Standards

English Grade 7
CCSS.ELA-Literacy.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or
section of a story or drama.
CCSS.ELA-Literacy.RL.7.5
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet)
contributes to its meaning
2. Outline or Summary of the essential context
Table of Specifications Regarding Figurative Language and Theme in Poetry
Terms

Facts

Blooms
Taxonomy
Remembering

Blooms
Taxonomy
Understanding

Simile
Metaphor
Personification
Imagery
Repetition
Onomatopoeia
Rhyme
Alliteration
Allusion
Hyperbole
Idiom
Acrostic Poem
Concrete Poem
Free Verse
Narrative Poem
Haiku
Sonnet
Tone
Mood
Theme

Authors do
everything for a
reason.
Line breaks,
commas,
structure, stanzas,
figurative
language, etc. are
used to create a
theme and
meaning.
More than one
interpretation can
be derived from a
poem.

Rules and
Principles
Blooms
Taxonomy
Evaluating

Process and
Procedures
Blooms
Taxonomy
Analyzing

Translation

Application

Blooms
Taxonomy
Evaluating

Different uses of
figurative
language
correlate to the
theme of a poem.

Figurative
language is a
way to express
emotions

Students will
be able to
identify
different
figurative
language from
examples on
the board.

Blooms
Taxonomy
Analyzing
Use Langston
Hughes poem
Mother to
Son to
identify how
metaphor can
relate to theme.

Different styles
of poems can
create different
themes.
Students must
understand the
tools of poetry
to best
understand the
meaning of a
work

Poetry must be
evaluated by
structure and
then read.
Poetry is not to
just be read like
a story.
Interpretations
must be drawn
from textual
evidence.

Blooms
Taxonomy
Applying
Students will
be able to
identify types
of figurative
language by
color coding
Casey at Bat

Students will
identify
meaning
through the
structure of
The Altar by
George
Herbert
Blooms
Taxonomy
Creating
Students will
create their
own poems to
show they
understand
how to use
figurative

Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry
language and
use various
types of
poems.

3a. This test is used to asses students understanding and application of the terms listed above.
Understanding these terms is essential to answering the question: How does figurative language
and structure correlate to making a theme? The test consist of basic multiple choice questions
and later short answers where students are able to make their interpretation of a poem using
textual evidence.
Directions:
Part A: Read the short poems and answer which poetry tool (figurative language) is being
stressed. I have highlighted the stressed part of each poem. (12 total points, 2 points per
question)
1) A peanut sat on a railroad track,
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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

His heart was all-flutter;

The five fifteen came rushing by
Toot! Toot! peanut butter!
The highlighted part of the poem is an example of:
A) Onomatopoeia
B) Hyperbole
C) Personification
D) Simile
Use the poem The old woman tossed up in a blanket for both questions 2 and 3.
There was an old woman tossed up in a blanket,
Seventeen times as high as the moon;
Where she was going I could not but ask it,
For in her hand she carried a broom.
Old woman, old woman, old woman, quoth I;
O whither, O whither, O whither so high?
To sweep the cobwebs from the sky,
And Ill be with you by-and-by!
2) Seventeen times as high as the moon is an example of:
A) Idiom
B) Metaphor
C) Simile
D) Hyperbole
3) Old Woman, old woman, old woman is an example of:
A) Personification
B) Allusion
C) Repetition
D) Alliteration
The moon on the one hand, the dawn on the other:
The moon is my sister, the dawn is my brother.
The moon on my left and the dawn on my right.
My brother, good morning: my sister, good night.

4) The highlighted line is an example of:

A) Simile
B) Metaphor
C) Personification
D) Alliteration
Use the poem Easter to answer both questions 5 and 6.
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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

The air is like a butterfly

With frail blue wings.
The happy earth looks at the sky
And sings.
5) The highlighted line The air is like a butterfly is an example of:
A) Simile
B) Metaphor
C) Personification
D) Alliteration
6) The highlighted line: The happy earth looks at the sky is an example of:
A) Simile
B) Metaphor
C) Personification
D) Alliteration
Part B: Students will use the poem Casey at the Bat to answer a series of questions and color
code the piece (18 total points, 2 points per multiple choice, 4 per color code and rhyme)
Casey at the Bat-Ernest Lawrence Thayer
The outlook wasnt brilliant for the Mudville nine that day:
The score stood four to two, with but one inning more to play,
And then when Cooney died at first, and Barrows did the same,
A pall-like silence fell upon the patrons of the game.
A straggling few got up to go in deep despair. The rest
Clung to the hope which springs eternal in the human breast;
They thought, If only Casey could but get a whack at that
Wed put up even money now, with Casey at the bat.
But Flynn preceded Casey, as did also Jimmy Blake,
And the former was a hoodoo, while the latter was a cake;
So upon that stricken multitude grim melancholy sat,
For there seemed but little chance of Casey getting to the bat.
But Flynn let drive a single, to the wonderment of all,
And Blake, the much despisd, tore the cover off the ball;
And when the dust had lifted, and men saw what had occurred,
There was Jimmy safe at second and Flynn a-hugging third.
Then from five thousand throats and more there rose a lusty yell;
It rumbled through the valley, it rattled in the dell;
It pounded on the mountain and recoiled upon the flat,
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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

For Casey, mighty Casey, was advancing to the bat.

There was ease in Caseys manner as he stepped into his place;
There was pride in Caseys bearing and a smile lit Caseys face.
And when, responding to the cheers, he lightly doffed his hat,
No stranger in the crowd could doubt twas Casey at the bat.
Ten thousand eyes were on him as he rubbed his hands with dirt;
Five thousand tongues applauded when he wiped them on his shirt;
Then while the writhing pitcher ground the ball into his hip,
Defiance flashed in Caseys eye, a sneer curled Caseys lip.
And now the leather-covered sphere came hurtling through the air,
And Casey stood a-watching it in haughty grandeur there.
Close by the sturdy batsman the ball unheeded sped
That aint my style," said Casey. Strike one! the umpire said.
From the benches, black with people, there went up a muffled roar,
Like the beating of the storm-waves on a stern and distant shore;
Kill him! Kill the umpire! shouted someone on the stand;
And its likely theyd have killed him had not Casey raised his hand.
With a smile of Christian charity great Caseys visage shone;
He stilled the rising tumult; he bade the game go on;
He signaled to the pitcher, and once more the dun sphere flew;
But Casey still ignored it and the umpire said, Strike two!
Fraud! cried the maddened thousands, and echo answered Fraud!
But one scornful look from Casey and the audience was awed.
They saw his face grow stern and cold, they saw his muscles strain,
And they knew that Casey wouldnt let that ball go by again.
The sneer is gone from Caseys lip, his teeth are clenched in hate,
He pounds with cruel violence his bat upon the plate;
And now the pitcher holds the ball, and now he lets it go,
And now the air is shattered by the force of Caseys blow.
Oh, somewhere in this favoured land the sun is shining bright,
The band is playing somewhere, and somewhere hearts are light;
And somewhere men are laughing, and somewhere children shout,
But there is no joy in Mudvillemighty Casey has struck out.
7) Why is Casey at the Bat chosen? What purpose does it serve?
A) Argue that umpires make unfair calls.
B) Inform readers about the dangers of sports.
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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

C) Narrate a story about a well-liked baseball player.

D) Explain the rules of baseball.
8) What is the purpose of the figurative language in stanza one used for?
A) To create a moment of silence for the players at the start of the game.
B) To indicate that Casey is a fantastic baseball player and should have never struck out.
C) All of these are correct.
D) To set up the gloomy outlook of the Mudville 9.
9) What could be a possible theme from the poem?
A) Baseball is a great sport and should be played and watched by all.
B) Too much confidence can lead to ones downfall.
C) Casey really is not as good as the crowd makes him out to be.
D) Crowds get too involved in the game.
10) Indicate the rhyme scheme of the first three stanzas by writing the scheme next to the
lines on the poem.
11) Highlight in blue 2 instances where the author uses personification.
12) Highlight in yellow 2 instances of metaphor.
Part C: This part is a short answer/creation exercise to test ones knowledge, understanding, and
skill of figurative language and structure (19 total points, 3 points per example question, 5 per
poem).
13) Make up a sentence using alliteration.
14) Give an example of a metaphor.
15) Give an example of personification.
16) Write a haiku about your summer vacation (this can be about what has happened, what is
going to happen, or just about how you do or do not like summer).
17) Make an Acrostic poem about yourself. Hint: use your name.
Total points: ___/49
Answer Key: Answers in Blue; Blooms Taxonomy in Red
1) [Toot! Toot!] is an example of:
A. Onomatopoeia.
Blooms Taxonomy: Understanding; applying
2) Seventeen times as high as the moon is an example of:
D. Hyperbole
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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

Blooms Taxonomy: Understanding, applying

3) Old Woman, old woman, old woman is an example of:
C. Repetition
Blooms Taxonomy: Understanding, applying
4) [The moon is my sister, the dawn is my brother] is an example of:
B. Metaphor
Blooms Taxonomy: Understanding, applying
5) The air is like a butterfly is an example of:
A. Simile
Blooms Taxonomy: Understanding, applying
6) The happy earth looks at the sky is an example of:
D. Personification
Blooms Taxonomy: Understanding, applying
7) Why is Casey at the Bat chosen? What purpose does it serve?
C. Narrate a story about a well-liked baseball player
Blooms Taxonomy: Understanding, Applying, Inferring, Analyzing
8) What is the purpose of the figurative language in stanza one used for?
D. To set up the gloomy outlook of the Mudville 9.
Blooms Taxonomy: Understanding, Applying, Inferring, Analyzing
9) What could be a possible theme from the poem?
B. Too much confidence can lead to ones downfall.
Blooms Taxonomy: Understanding, Applying, Inferring, Analyzing
10) Indicate the rhyme scheme of the first three stanzas by writing the scheme next to the
lines on the poem.
The outlook wasnt brilliant for the Mudville nine that day:-A
The score stood four to two, with but one inning more to play,-A
And then when Cooney died at first, and Barrows did the same,-B
A pall-like silence fell upon the patrons of the game.-B
A straggling few got up to go in deep despair. The rest-C
Clung to the hope which springs eternal in the human breast;-C
They thought, If only Casey could but get a whack at that D
Wed put up even money now, with Casey at the bat.- D
But Flynn preceded Casey, as did also Jimmy Blake,-E
And the former was a hoodoo, while the latter was a cake;-E
So upon that stricken multitude grim melancholy sat,-D
For there seemed but little chance of Casey getting to the bat.-D
Blooms Taxonomy: Understanding, Applying, Analyzing
11) Highlight in blue 2 instances where the author uses personification.
Answers will vary. I have highlighted two examples above.
Blooms Taxonomy: Understanding, Applying, Analyzing
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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

12) Highlight in yellow 2 instances of metaphor

Answers will vary. I have highlighted 2 examples above.
Blooms Taxonomy: Understanding, Applying, Analyzing
13) Make up a sentence using alliteration.
Answers will vary. Answer could include something like: Sally walks on the sea shore.
The answer is right as long as they pose two words that have similar beginning sounds.
Blooms Taxonomy: Understanding, Applying, Creating
14) Give an example of a metaphor.
Answers will vary. Answer could include something like: The moon is a giant Frisbee
moving slowly through the night. It is right as long as students relate two things without
using like or as.
Blooms Taxonomy: Understanding, Applying, Creating
15) Give an example of personification.
Answer will vary. Answer could include something like: The sea was pounding the boat
causing it to wreck. Answer is right as long as students give a human like quality to an
inanimate object.
Blooms Taxonomy: Understanding, Applying, Creating
16) Write a haiku about you summer vacation.
Answers will vary. Answer could include:
Jumping into day
Feel warm breeze well into night
Summer is alright
Answer is right as long as students follow the syllable scheme of 5,7,5 (or 5,5,7, or 7,5,5).
Blooms Taxonomy: Understanding, Applying, Creating
17) Make an Acrostic poem about yourself. Hint: use your name.
Answer will vary. Answer could include something like:
Just a normal guy
Animated and uncontrollable
Cares about his students
Omits a wonderful air
Barely will make it through this semester.
Answer is right as long as student makes a poem out of a word and it directly correlates
to themselves as a person.
Blooms Taxonomy: Understanding, Applying, Creating
3b. This test was used to test students learning and comprehension of what they learned about
figurative language in class, which directly correlates to Literature goals 7.4 and 7.5. Throughout
the unit, students were introduced to different types of figurative language and types of poetry.
This content based test is used to assess this. I used the format of this test because the test is
solely based on applying ones knowledge about the content that we learned in class and not just
about whether or not student knew what a metaphor was or not.

Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

In question 1-6 students were asked to identify the examples of figurative language in the
selected and highlighted selections. These questions were used to assess whether or not students
understood the basic concepts that we learned in class. Since the examples were extracted for
them, the questions naturally eliminate the need to analyze the passages. Instead, it solely
focuses on whether or not students can recall different parts of figurative language and apply
what they know by identifying these parts throughout various poems (CCSS.ELALiteracy.RL.7.4).
In question 7 students were to be able to understand the meaning of the poem by
identifying what kind of poem Casey at the Bat is. If students could analyze and identify that
the poem was a narrative poem, then they would understand that the poem is a story about a
baseball player (CCSS.ELA-Literacy.RL.7.5).
Question 8 assesses students ability to recognize how, by use of hyperbole and
personification, the author sets up the setting of the play. Students should be able to recognize
that the Mudville 9 were down by 2, with 2 outs, and they were in the last inning (CCSS.ELALiteracy.RL.7.4; CCSS.ELA-Literacy.RL.7.5).
Question 9 simply assesses students ability to identify a central theme in a work of
literature, in this case a narrative poem (CCSS.ELA-Literacy.RL.7.2).
Question 10 indicates whether or not students grasp the idea of rhyme scheme. It tests
their knowledge of what rhyme scheme is, application of its use, and analysis of the first three
stanzas of the poem. It also catches whether students understand that the same repeating sounds
will have the same letter, indicated by the two different Ds (CCSS.ELA-Literacy.RL.7.5)
Questions 11 and 12 help assess whether or not students can actually find their own
examples of metaphor and personification. This tells me which students have mastered the
concepts and can apply and analyze a poem by what they know and which can just recall
information (CCSS.ELA-Literacy.RL.7.4).
Question 13, 14, and 15 students show that they cannot only recall information and find
examples but create examples. Through performing this task, students demonstrate that they have
mastered their content to the point that they could teach it to someone else (CCSS.ELALiteracy.RL.7.4).
Question 16 and 17 assess whether or not students know about different forms of poetry
and can create examples to share with me. This questions shows the importance of structure in
poetry (CCSS.ELA-Literacy.RL.7.5 )

4a) Performance Based Assessment

In this performance based assessment students will achieve literature goals 7.2, 7.3, 7.4, and
7.5
CCSS.ELA-Literacy.RL.7.2
Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.
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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

CCSS.ELA-Literacy.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting
shapes the characters or plot).
CCSS.ELA-Literacy.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or
section of a story or drama.
CCSS.ELA-Literacy.RL.7.5
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet)
contributes to its meaning
For this performance assessment students will create a Personal Poetry Anthology. This
portfolio is relevant to the goals in that it gets students to think creatively on their own
lives. Students will spend time in class working on these poems and finalizing them by
typing them on a computer (those poems that can be typed). Each poem will contain a
different poem style (i.e. narrative, haiku, limerick, etc.), and each one will relate to
different themes. At the end of the project students will turn in their assignment in either a
scrapbook or an online website (assuming computers are readily available).
4b) Directions: For this project students will create a Personal Poetry Anthology.
Students will create 8 poems, each poem a different style of poem and each
containing a different theme or part. Two styles of poems may be repeated.
o Acrostic Poem
o Concrete Poem
o Free Verse
o Narrative Poem
o Haiku
o Sonnet
This means that all of the poems listed above should be created, and two of those
styles will be repeated, or students can look up different styles of poems on the
internet.
Students should refer to the 50 things I Love list that was created at the
beginning of the year. This should help draw upon possible themes that students
wish to write about.
Students should consider:
o Which poem structure would best fit my theme?
o Should I create 8 different poems with 8 different themes?
o Or should I try to make a theme that covers the anthology itself?
Students will work on their poems in class over the next 2-3 days.
After those two or three days we will spend a little bit of time organizing and
collecting your works. Then we will go to the computer lab where you will have
the opportunity to type up your poems and make them look all pretty like.
There are TWO ways that your assignment may be submitted:

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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

o First: Your assignment may be submitted in booklet form. This means that
the pages are stapled together at the top and there is 1) a cover page with
your name, a title, and the period. 2) There is a table of contents with page
numbers that correlate to each poem. 3) Poems are organized neatly (there
arent 5 poems slapped on one page, but poems are equally spaced out).
o Second: Your assignment may be submitted to me by making a website
and sending me the email. This means that you have used some creation
website (google, weebly, wix, etc.), and there are three major components.
1) You home website page contains an introduction of the assignment.
State what it is and how you came about creating your poems. 2) There is
a webpage per poem. So, you should have 8 webpages, not including your
home page. 3) Poems are well tho9ught out and organized.
All finalized poems MUST be types, excluding concrete poems, which can be
turned in along with your booklet. Website people should be able to scan your
concrete poem into a pdf. Or word file and then post it on your website.
4c) Connecting Personal Poetry Anthologies to pre-requisite skills and learning outcomes.
Before completing this assignment students must know about the different types of
poems and how the use of figurative language and structure can greatly affect the theme of the
work itself. By this time students will have already completed a complete color coding of Casey
at the Bat, highlighting in different colors where metaphors, similes, alliteration, etc. were all
used in the poem. Also by this time, students will have analyzed the importance of the metaphor
illustrated in Mother to Son and how the metaphor of the staircase defines the entire them of
the poem. Students will have also completed a literary rotation where students move from group
to group dissecting and analyzing various poems. Students will have also created small works,
such as haikus, for warm-ups in their day books.
Before tackling the project, students should have at least a general understanding of the
learning goals and objectives. Before the project has even started students have been evaluating,
analyzing, and applying what students understand and remember. By using the Blooms
Taxonomy method of creation, students are not only learning the content, they showing us that
they have mastered it. Through this anthology, students will think reflectively about their lives
and their experiences. By getting students to think about learning, this project also encourages a
metacognitive approach in nature.
Teachers should take great notice in the fact that this may be a difficult assignment for
some students, especially those that have been through a lot. It should be encouraged throughout
this assignment that all writing is good, and that the classroom maintains a safe environment. I
predict that through this project some uncovered emotions will come forth, and teachers should
be prepared to be in understanding with those students and not judge their work.

4d)
CATEGORY

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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

Attention to
Theme

The student\'s
theme in each
point is evident.
Poems do not
seem random or
out of order. And
figurative
language and
structure
contribute to the
theme.

The student\'s
theme is evident
in most poems,
but some may
get off track.
Figurative
language is used
to contribute to
the theme

The student\'s
The theme seems
theme is hardly non-existent to
evident
the reader.
throughout their
works

Figurative
Language

The student uses

figurative
language in each
poem, and the
figurative
language
contributes to the
overall theme of
the poem. It sets
the mood.

Figurative
language is used
in almost every
poem, but in
some it is hardly
used.

Figurative
language is only
in some poems,
and its use seems
forced.

Figurative
language is
almost nonexistent.

Poem Structures Students use at

least 6 types of
poems and only
use a poem type
at the most twice.

Students use at
least 6 types of
poems but use a
poem style more
than twice.

Students use at
least 4 types of
poems, but the
variation of the
poems are
limited.

Students uses less

than 4 different
poem types.

Creativity

Themes vary by
poem and a
variation of
styles are used.
The project is
turned in
organized and
neat, either
through a booklet
or a website.

Themes vary and

a variation of
styles are used.
The project is
turned in
organized and
neat, but there is
a page or two
that seems
forced.

Themes are
somewhat varied
and a limited
variation of
styles are used.
The project is
well organized
but manageable.

Themes are not

varied and styles
are not used. the
project is almost
impossible to
decipher.

Quality of
Construction

The booklet or
website is well
put together and
manageable. The
poems read well
and planning is

The booklet or
website has some
problems and is
manageable. The
poems read well
with some

The booklet or
website has some
major problems
and managing
what students
wrote is difficult.

The booklet or
website is
unmanageable.
The poems do not
read well and
planning is

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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

evident.

problems and
planning is
evident

The poems do
appears nonnot read well and existent.
planning appears
rushed or forced.

References
English Language Arts Standards Reading: Literature Grade 7. (2012, January 1). Home.
Retrieved May 2, 2014, from http://www.corestandards.org/ELA-Literacy/RL/7/
Hughes, L. (2014, January 1). Mother to Son. Poetry Foundation. Retrieved May 2, 2014, from
http://www.poetryfoundation.org/poem/177021
Teaching Poems. (n.d.). Teaching Poems. Retrieved May 2, 2014, from
http://teachingpoems.com/tag/figurative-language/
Thayer, E. L. (n.d.). 7th grade guided practice. . Retrieved May 2, 2014, from
http://www.jefferson.k12.ky.us/departments/gheens/Curriculum%20Maps/Literacy%20M
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Jacob Runyon-CBA Assignment

Dr. Greene-CI3400
Creating Assignments Involving Poetry

iddle/Grade%207_GP_Literary2_RL.7.5,6TE.pdf

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