Inquiry into Poetry Project ~ Book 2 ~Grade 10 EnglishMrs. McCrindle

Name: ______________________

Inquiry into PoetryThe goal of this unit is for you to research and be inspired by poetry that you are interested in. The task can be divided into three stages:

I. Selection and Proposal You will select and create your own poems! First, determine a topic that you are interested in researching about. You can choose from the below list

for inspiration, or come up with your own.

Once you have used your topic to research a bunch of poems/songs, you will select the poems that best represent a common theme. (A topic is one word. A theme is the underlying message, lesson, or 'big idea’ that the poem is trying to convey. Note: theme is not always a positive/happy message!)

Your project will take one of the two following forms:

Option 1 Option 2 2 poem mash-up (from different

poets) 1 song Plus an analysis on all 3

1 poem (from a poet) 1 song 1 original poem you create Plus an analysis on all 3

When you think you have narrowed down your poetry/song selections and theme, you must meet with Ms. McCrindle to propose your project.

You may not continue past this point without Ms. McCrindle’s signature: ____________________Mashup completed? Yes / NoOriginal poem completed? Yes / No

II. Analysis You will perform your own inquiry! What do you want to learn/explore about your chosen poems? How?

(a) Take a deeper look at each poem/song and analyze what elements each one has that make them similar in theme. Include this in your analysis.

(b) If you chose: OPTION 1 - a mash-up your poems, explain the fashion that you did your mashup and

why you feel it is an effective mash-up of the 2 poems. OPTION 2 – writing an original poem, explain the structure and poetic devices you used

and why you feel they are effective at conveying your theme.(c) You will also spend time generating a bank of your OWN research questions which you will also

answer. (We’ll do lessons on Blooms and we will then share these questions with the class to help generate higher level thinking!)

o Loveo Youtho Gender

o Protesto Urban lifeo History

o Raceo Politicso Natureo War

o Family o Relationships o Etc.

III. Design The most exciting part of this task is that you can select how to present your project! Your project will be based off of your interests that stem from the topics and may be presented however you wish.

o Performance/Songo A Poemo Art Pieceo Postero Videoo Websiteo Written piece o Etc.

Once you have decided on a project proposal, you must see Ms. McCrindle before you begin your design.

You may not continue past this point without Ms. McCrindle’s signature: ____________________

Due Dates:

Please keep track of your important due dates here:

I. Stage 1 – Selection and proposal due: _______________________

II. Stage 2 – Analysis due: ____________________________________________

III. Stage 3 – Design / presentation due: ______________________

Name: _______________________________

Analysis of Theme (a) Take a deeper look at each poem/song and analyze what elements each one has that make them similar in

theme. ___________________________________________________________________________________________

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(b) If you chose:

Hand this assignment in!

OPTION 1 - a mash-up your poems: explain the fashion that you did your mashup and why you feel it is an effective mash-up of the 2 poems.

OPTION 2 – writing an original poem: explain the structure and poetic devices you used and why you feel they are effective at conveying your theme.

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Bloom’s TaxonomyIn a nutshell, Bloom’s Taxonomy is a hierarchical ordering of cognitive skills that can, among countless other uses, help teachers teach and students learn. The goal of using Bloom's taxonomy is to encourage higher-order thought in students by building up from lower-level cognitive skills.

Blooms Level I: RememberingExhibits memory of previously learned material by recalling fundamental facts, terms, basic concepts and answers about the selection.

Verbs Sample Questionswho, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select

What is…?Can you select?Where is…?When did ____ happen?Who were the main…? Which one…? Why did…? How would you describe…? When did…? Can you recall…? Who was…? How would you explain…? How did ___happen…?Can you list the three..?How is…?How would you show…?

Blooms Level II: Understanding Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptors and stating main ideas.

Verbs Sample Questionscompare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify

How would you classify the type of…? How would you compare…? contrast…? Will you state or interpret in your own words…? How would you rephrase the meaning? What facts or ideas show…?What is the main idea of ……? Which statements support…? Which is the best answer…?What can you say about …?How would you summarize… ? Can you explain what is happening…?What is meant by…?

Blooms Level III: ApplyingSolve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different, or new way.

Verbs Sample QuestionsApply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify

How would you use…? How would you solve ___ using what you’ve learned…? What examples can you find to…? How would you show your understanding of…? How would you organize _______ to show…? How would you apply what you learned to develop…? What approach would you use to…? What other way would you plan to…? What would result if…? Can you make use of the facts to…? What elements would you use to change…? What facts would you select to show…? What questions would you ask during an interview?

Blooms Level IV: AnalyzingExamine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Verbs Sample Questionsanalyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion, take part in

What are the parts or features of . . . ?How is _______ related to . . . ? Why do you think . . . ? What is the theme . . . ? What motive is there . . . ? Can you list the parts . . . ? What inference can you make..? What conclusions can you draw…?How would you classify . . . ? How would you categorize . . . ?Can you identify the different parts . . . ?What evidence can you find . . ?What is the relationship between . . . ?Can you make a distinction between . . . ? What is the function of . . . ?What ideas justify . . . ?

Blooms Level V: EvaluatingPresent and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Verbs Sample Questionsaward, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, appraise, prioritize, opinion, interpret, explain, support importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, deduct

Do you agree with the actions/outcome…? What are the pros and cons of …?How effective are …?What is your opinion of…? How would you prove/ disprove…?Can you assess the value or importance of…?Would it be better if…?Why did they (the character) choose…?What would you recommend…?How would you rate the…?How would you evaluate…?How would you compare the ideas…? the people…? How could you determine…?What choice would you have made…? What would you select…? How would you prioritize…? How would you justify…? What judgment would you make about…? Why was it better that…? How would you prioritize the facts…? What would you cite to defend the actions…? What data was used to make the conclusion…? What information would you use to support the view…? Based on what you know, how would you explain…?

Blooms Level VI: Creating / Synthesizing Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Verbs Sample QuestionsAdapt, build, change, choose, combine, compile, compose, construct, create, design, delete, develop, discuss, elaborate, estimate, formulate, imagine, improve, invent, make up, , minimize, maximize, modify, originate, plan, predict, propose, solve, solution, suppose theorize, test

What changes would you make to solve…?How would you improve…? What would happen if…?Can you elaborate on the reason…?Can you propose an alternative…?Can you invent…?How would you adapt ______ to create a different…?How could you change (modify) the plot (plan)…?What facts can you compile…? What way would you design…?What could be combined to improve (change)…? Suppose you could _____what would you do…?How would you test…? Can you formulate a theory for…?Can you predict the outcome if…? How would you estimate the results for…?What could be done to minimize (maximize)…?Can you construct a model that would change…?How is _____ related to…?Can you think for an original way for the…?What are the parts or features of…? Why do you think…?What is the theme…?What motive is there…?Can you list the parts…?What inference can you make…?What ideas justify…?What conclusions can you draw…?How would you classify…? How would you categorize…?Can you identify the different parts…? What evidence can you find…?What is the relationship between…? Can you make the distinction between…?What is the function of…?

Name: _________________________

Inquiry into Poetry Using Bloom’s TaxonomyYou will decide what about your poems/songs require exploration, discussion, and analysis. Using the information provided on Bloom’s Taxonomy, you will come up with your own questions to answer for each lever of Blooms. It is up to you to decide which questions are most appropriate to analyze your own poetry project. This assignment must be included in your project submission.

Remember, you are being evaluated on how thoroughly and cohesively you perform an inquiry into the poems/songs you have included in your project.

Level I: RememberingQuestion 1:

Response:

Question 2:

Response:

Level II: UnderstandingQuestion 1:

Response:

Question 2:

Response:

Hand this assignment in!

Level III: ApplyingQuestion 1:

Response:

Question 2:

Response:

Level IV: AnalyzingQuestion 1:

Response:

Question 2:

Response:

Level V: EvaluatingQuestion 1:

Response:

Question 2:

Response:

Level VI: Creating / SynthesizingQuestion 1:

Response:

Question 2:

Response:

Evaluation

Comprehension

1 2 3 4 5Communication(Presentation)

Delivery of the presentation is seldom appropriate, with little attempt to interest the audience.

Delivery of the presentation is sometimes appropriate with some attempt to interest the audience.

Delivery of the presentation is appropriate, with a clear intention to interest the audience.

Delivery of the presentation is highly effective, with suitable strategies used to interest the audience.

Delivery of the presentation is highly effective, with purposeful strategies used to interest the audience.

Communication(Language)

Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of style.

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent. Style is to some extent appropriate to the task.

Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses. Style is mostly appropriate to the task.

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction. Style is consistently appropriate to the task.

Language is very clear, effective and carefully chosen, with a high degree of accuracy in grammar, vocabulary and sentence construction. Style is effective and appropriate to task.

Communication1 2 3 4 5

Comprehension(Knowledge and Understanding of a text)

Understanding of text is not clear, very vague, very limited, and/or unrelated.

Understanding of text is vague, weak, superficial, limited and/or over generalized.

Knowledge and understanding of text is straight-forward, appropriate, and/or connected generally.

Analysis of text is thoughtful, clear, relevant and purposeful.

Evaluation of text is insightful, well considered, significant and perceptive.

Comprehension(Creation of an original text)

Creation of a text using ideas from other texts, use of form and technique is very limited.

Creation of an original text using ideas from other texts, use of form and technique is limited.

Creation of an original text using inspiration from other texts, with an appropriate use of form and technique.

Creation of an original text using inspiration from other texts, with an effective use of form and technique.

Creation of an original and effective text using inspiration from multiple texts, with an impactful use of form and technique.

Design1 2 3 4 5

Design(Creation)

Demonstrates minimal personal engagement with the creative process; demonstrates a very limited degree of insight and imagination.

Demonstrates limited personal engagement with the creative process; demonstrates a limited degree of insight and imagination.

Demonstrates adequate personal engagement with the creative process; demonstrates some insight and imagination.

Demonstrates considerable personal engagement with the creative process; demonstrates insight and imagination.

Demonstrates a high degree of personal engagement with the creative process; demonstrates a high degree of insight and imagination.

Design(Organization and Development)

Little evidence of planning, with very limited structure and/or focus.

There is some structure and focus. Organization and development is not effective.

Evidence of a planned structure and is generally focused. Organization and development is appropriate.

Clear structure with a sustained focus. Effective organization and development of ideas.

An effective structure, with a clear, purposeful and sustained focus. Organization and development is well-planned and executed.

Critical Thinking1 2 3 4 5

CriticalThinking(Analysis of a text)

There are few references to, and no appreciation of, the ways in which language, structure, technique and style shape meaning.

There is some understanding, but little analysis and appreciation of the ways in which language, structure, technique and style shape meaning.

There is adequate application and appreciation of the ways in which language, structure, technique and style shape meaning.

There is a very good analysis and appreciation of the ways in which language, structure, technique and style shape meaning.

There is excellent evaluation and appreciation of the ways in which language, structure, technique and style shape meaning.

Critical Thinking(Using a critical theory/lens)

There are few references to, and no analysis of the text using the critical theory/lens.

There is some understanding, but little analysis of the text using the critical theory/lens.

There is an application of the critical theory/lens to the text.

There is a very good analysis of the text using the critical theory/lens.

There is excellent evaluation of the text using the critical theory/lens.