SLAMFEST 2015

The points are not the point. The point is poetry. -Allan Wolf
The true goal is to inspire people of all walks of life to listen to poetry, to
appreciate and respect its power, and ultimately to take the stage and perform
their own original works. -Marc Kelly Smith
How to Have a Slam:
1. We need poetsthats you!
2. You need judges. You will be ranked on a scale of 1-10 by 5 judges (the top and
bottom score are discarded). Ill arrange this
3. We need a score keeperthats me!
4. Well have a random draw of numbers to determine performance order.
5. Usually it is 5 poets with three rounds. For our purposes, you have 5 teams and 3
performance pieces. All group members have a poem to contribute. It is up to you to
decide which 3 pieces you will use as well as the balance between individual, partnered,
and group pieces. How will your group be most effective?
6. Competition is on ___________________ so remember
Beau Sia says, How do you win a slam? Thats easy. Be yourself. Once you get your raw self
on stage, start to shape, mold, and perfect it. 95% of the people who win slams are the poems
to the core. And remember: it really isnt about the scores. Its about your voice and your poetry
and having a stage to speak from.

Dont forget: Slam poetry should be entertaining. It makes you think and, like all art,
it tries to say something meaningful. In slam there is always an element of improvisation
because a good slam poet thinks on his / her feet and delivers straight from the heart.
So how do I start?
1. Select a topic to write about. Remember that slam is strong and blunt. Write about
something you are passionate about. Remember Phenomenal Woman and all the other
poems we have watched and read together.
2. Write your poetry to make some statement about typical modern society.
Remember that you can focus on one specific element making it serious, impactful,
humorous, and entertaining all at the same time!
3. Diction is a very important element of poetry. Although slam is informal, your
careful selection of words is tremendously important.

4. Although your language will need to be descriptive, remember that this is a family
show. Censor your content and language to make it school appropriate.
5. Read your poem out loud for full effect. Slam is as much about how the poem is
delivered as how it is written. Add some of the vocal choreography possibilities that we
explored in class. Add movement and gesture when appropriate to support your delivery
and message. Remember, 50% poem + 50% performance = one great slam poem!
6. Practice and practice and practice!

SLAMFEST 2015: Individual Writing Rubric

Criteria
Constructing
Content
W2.4 use appropriate
words, phrases, and
terminology, and several
different stylistic devices,
to communicate their
meaning and engage their
intended audience

W2.2 establish an
identifiable voice in their
writing, modifying
language and tone to suit
the form, audience, and
purpose for writing
W2.3 use appropriate
descriptive and evocative
words, phrases, and
expressions to make their
writing clear and vivid for
their intended audience

Studentfriendly
language

Level 4

Level 3

Level 2

Level 1

Resub
mit

Inclusion of
rhetorical
devices and
persuasive
techniques

Numerous
devices and/or
techniques
used; complex
layering

2 devices
and/or
techniques
used;
adequate
complexity

Minimum of 2
devices and/or
techniques
used; limited
complexity

1-2 devices
and/or
techniques
used; lacking
complexity

Insuffici
ent
evidenc
e

Tailoring of
voice to suit
topic and
purpose for
intended
audience

Outstanding
clarity and
emotional
resonance in
written voice

Picking juicy
words,
engaging the
senses, and
evoking images

Constructing
Meaning
RLS 1.4 identify the
important information and
ideas in both simple and
complex oral texts in
several different ways
RLS 2.3 identify several
different elements of style
in texts and explain how
they help communicate
meaning and enhance the
effectiveness of the text

Makes
Connections

Explanation of
intended
content and
impact on target
audience

Clarity and
emotional
resonance in
written voice

Some clarity
and emotional
resonance in
written voice

Attempts to
engage
senses and
create images
is superficial,
insincere,
and/or
incomplete

Limited
clarity and
emotional
resonance in
written voice
Limited
sensory
engagement
and/or
imagery
created.
Limited
language.

Superb imagery
and word
choice. The
senses are
engaged and
the artistry is
masterful.

Strong
imagery and
word choice.
The senses
are engaged
and a clear
picture is
created.

Creates
insightful,
nuanced
meanings;
synthesizes
themes

Creates indepth
interpretation
with careful
attention to
the impact of
theme

Creates
general
meanings and
identifies/craft
s obvious
thematic
elements

Creates the
poem with
limited clarity
thematically

Writers
purpose/intend
ed audience is
astute.

Writers
purpose/inten
ded audience
is well-noted.

Writers
purpose/inten
ded audience
somewhat
lacking or
limited

Writers
purpose/audi
ence is
unclear

Elaborates

Extends

Explains some

Provides

Insuffici
ent
evidenc
e

Insuffici

RLS 1.6 extend

understanding of both
simple and complex oral
texts by making
connections between the
ideas in them and personal
knowledge, experience,
and insights; other texts;
and the world around them

interpretation
by making
substantial
connections to
universal
issues,
experiences,
and/or other
texts

interpretations
with
substantial
references to
familiar
issues, other
texts, and/or
own
experiences

links to other
texts, obvious
issues and
own
experience to
develop a
personal
interpretation

unsupported
links to own
experience,
but
connections
are
unclear/irrele
vant

ent
evidenc
e

SLAMFEST 2015: Group Creation and Performance Rubric

CRITERIA

Creating Meaning
by Manipulating
Content
O2.1 communicate
orally for intended
audiences and
purposes
O2.3 communicate in
a clear, coherent
manner appropriate to
the purpose, subject
matter, and intended
audience

O1.9 Understanding
Presentation
Strategies
Speaking to
Communicate

Level 4

Level 3

Level 2

Level 1

Resubmit

Content is masterfully
presented, original , and
raises important issues
and questions for the
intended target
audience

Content is powerfully
presented, mostly
relevant & original,
and
focuses on an
important issue or
question

Content is vague or
shifts focus, irrelevant
and/or unoriginal, and
focus is unclear

Controlling idea is
unclear, supportive
ideas are missing or
unclear, and/or fails
to raise any issues;
lack of preparation is
evident

Insufficient
evidence

Absolute clarity and

coherence in structure
and style of delivery
Outstanding selfawareness in group
creative process with
careful consideration to
group dynamics as well
as alternative strategies
and interpretations

Choice of images and

words show a sense of
audience and purpose
(emphasis)

Solid clarity and

coherence in
structure and style of
delivery
Outstanding selfawareness in group
creative process with
careful consideration
to group dynamics as
well as alternative
strategies and
interpretations

Somewhat clear,
coherent structure and
style of delivery
Outstanding selfawareness in group
creative process with
careful consideration
to group dynamics as
well as alternative
strategies and
interpretations

Limited clarity and

coherence in
structure and style of
delivery
Outstanding selfawareness in group
creative process with
careful consideration
to group dynamics as
well as alternative
strategies and
interpretations

Voice
O2.5 Vocal work
enhances meaning of
poem (incl. rate of
speech, pacing, pitch,
pause)
O2.5 identify several
different vocal
strategies and use
them selectively and
with sensitivity to
audience needs

Physical Work

Excellent use of pitch,

pacing and intonation

Good use of pitch,

pacing and intonation

Some use of pitch,

pacing and intonation

Voice is loud and clear.

Group work shows
exceptional
consideration to vocal
dynamics.

Voice is mostly clear

and audible. Group
vocal work is wellbalanced.

Voice is sometimes
clear and audible.
Imbalance of group
vocal work.

Presenter(s)
manipulates his/her
voice, effectively
uses a hook to
introduce the topic
and engage the
interest of the
audience, and
explores vocal
approaches explored
in class

Presenter(s)
sometimes
manipulates his/her
voice, uses a hook to
introduce the topic and
engage the interest of
the audience with
some effectiveness,
and explores some of
the vocal approaches
explored in class

Presenter(s)
manipulates his/her
voice, masterfully uses
a hook to introduce the
topic and engage the
interest of the audience,
and fully explores vocal
approaches explored in
class

Little use of voice

qualities to enhance
performance

Voice is too quiet to

be heard or
improperly balanced
with group vocal
work
Presenter(s)
manipulates his/her
voice, uses a hook to
introduce the topic
and engage the
interest of the
audience with limited
effectiveness, and
demonstrates limited
exploration of vocal
approaches

Insufficient
evidence

Non-Verbal Cues
O2.6 identify several
different non-verbal
cues and use them,
with sensitivity to
audience needs, to
help convey their
meaning

Intentional inclusion of
gestures, body
placement, and/or
choreography supports
vocal work and
strengthens overall
delivery and message

Inclusion of gestures,
body placement,
and/or choreography
supports vocal work
and enhances overall
delivery and
message

Collective Creative
Process

Insightfully identifies the

purpose of the rhythm
and sounds in a poem;
identifies the main ideas
and significant
supporting details of
poem

Clearly identifies the

purpose of the
rhythm and sounds in
a poem; identifies the
main ideas and
significant supporting
details of poem

Actively listens to
reading of a poem and
discusses the most
important images with
partner/in group

Usually listens to a
reading of a poem
and then discusses
the most important
images with
partner/in group

O1.1 identify the

purpose of several
different listening tasks
and set goals for
specific tasks

O1.4 identify the

important information
and ideas in both
simple and complex
oral texts in several
different ways
O1.5 develop and
explain interpretations
of both simple and
complex oral texts,
using evidence from
the text

O1.6 extend
understanding of both
simple and complex
oral texts by making
connections between
the ideas in them and
personal knowledge,
experience, and
insights; other texts;
and the world around
them

Exceptionally clear
communication and/or
analysis of a variety of
poems for the purpose
of exploration and
development in group
discussions
Superb engagement in
class small group
discussions on content
and connections for the
purpose of crafting the
piece

Clear communication
and/or analysis of a
variety of poems for
the purpose of
exploration and
development in
group discussions
Solid engagement in
class small group
discussions on
content and
connections for the
purpose of crafting
the piece

Inclusion of gestures,
body placement,
and/or choreography
sometimes supports
vocal work and
sometimes
strengthens overall
delivery and message,
More volume or
attention required.
Some identification of
the purpose of the
rhythm and sounds in
a poem; identifies the
main ideas and
significant supporting
details of poem

Limited inclusion of
gestures, body
placement, and/or
choreography to
support vocal work
and strengthen
overall delivery and
message. More
attention needed to
this element.
Limited identification
of the purpose of the
rhythm and sounds in
a poem; identifies the
main ideas and
significant supporting
details of poem

Sometimes listens to a
reading of a poem and
then discusses the
most important images
with partner/in group

Seldom listens to a
reading of a poem
and then discusses
the most important
images with
partner/in group

Somewhat clear
communication and/or
analysis of a variety of
poems for the purpose
of exploration and
development in group
discussions
Some engagement in
class small group
discussions on content
and connections for
the purpose of crafting
the piece

Images from:
http://i237.photobucket.com/albums/ff38/Hustleman305/slam.jpg
http://thumbs.dreamstime.com/thumb_42/114019739292D6wd.jpg

Limited
communication
and/or analysis of a
variety of poems for
the purpose of
exploration and
development in
group discussions
Limited engagement
in class small group
discussions on
content and
connections for the
purpose of crafting
the piece

Insufficient
evidence

Insufficient
evidence