SAMUNGU CIRCUIT

Grade 9
English FAL
Term 3 Project
POETRY

Task 6:
Stage 1: Research (20 marks)
Stage 2: Writing (30 marks)

Task 7:
Stage 3: Oral Presentation (20 marks)

Name and Surname:

Grade 9

1
Task 6, Stage 1: Research

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FAT 6 Stage 1
Research (Objective: Learners do research on their project)
20 marks
A. Read through the information text, looking at poetry, provided.
Now reread the text, researching the following questions. Write your answers down on the answer page
provided.
1. When did people first start creating poetry?
2. What are some reasons why ancient people created poems? What are some reasons people today
write poems?
3. Poetry is different from stories. What do we call ‘paragraphs’ and ‘sentences’ in poetry?

4. Why don’t poets have to follow grammar rules?

5. Name three kinds of poetry and give 1 fact about each type.

B.Read the information on different types of poetry. Then read the poem on the next page and identify the type of
poem that it is.

A sonnet is a poem of fourteen lines that can have any of a number of formal rhyme schemes. There are usually
ten syllables per line.

Free verse is poetry that does not rhyme or have a regular meter. It relies on imagery, alliteration, etc. to convey
meaning.

A limerick is a five-line poem with a specific rhyme and meter. The rhyme scheme is AABBA. The first, second
and fifth lines must have seven to ten syllables while rhyming. The third and fourth lines should only
have five to seven syllables and must also rhyme and have the same rhythm.
Haiku is a Japanese form of poetry usually reflecting on nature and feelings. There are three lines in a Haiku. The
first has five syllables, the second seven syllables, and the third has five syllables.

In Acrostic poems, the first letters of each line are aligned vertically to form a word. In most cases the word
spelled by the first letter is the subject of the poem.

A Cinquain has five lines. Line 1: Title (noun) – 1 word

Line 2: Description – 2 words
Line 3: Action – 3 words
Line 4: Feeling (phrase) – 4 words
Line 5: Title (synonym for title) – 1 word
Name Grade 9
Stage 1 (Research) 20 Marks

A.
B. Identify the following types of poems.
FAT 6 Stage 2
Writing (Learners engage in the write-up of their project and a creative response)
30 marks
1 Learners must now turn their research into a report. (10 marks)
2 The report must contain the following process steps:
• Planning
• Drafting
• Revising
• Editing
• Proofreading
• Presenting
3 Learners must write a creative response and write their own poem. (20 marks)

4 They must choose one of the poetic forms and adhere to the stipulations for that form. (Example: free verse or
sonnet)
5 Learners should follow the same process when writing their poems.
• Planning
• Drafting
• Revising
• Editing
• Proofreading
• Presenting
FAT 6 Stage 2 Report Rubric
10 marks
CONTENT 1 2 3
The learner’s report has not The learner’s report has/or has The learner’s report is interesting
introduced or explained the attempted an introduction and well-written.The report has
project. The report does not explaining what the research is an introduction explaining what
discuss the information. about,the methodology used. the project is about, the
There is no conclusion. There is some relevant project’s instructions and the
The report is off the topic or information with insightsand methodology used. There is
confusing. reasons for these judgements comprehensive information with
given. evaluations and reasons to
The report has/ or has explain these judgements. There
attempted a conclusion. is a conclusion to the report.
STRUCTURE 1 2 3
There is no title. The learner has attempted to The report has an
The report has not used give a title. appropriate title.
paragraphs. There is no The report is written using The learner has used well-
logical structure. paragraphs which have/ attempt structured paragraphs to write
to have a logical flow. about the literary genre.

PLANNING 0 1 2
The learner does not make a The learner makes a plan before The learner makes a plan before
plan OR the learner’s plan is writing. The learner uses some writing. The learner uses the plan
irrelevant. ideas from their plan to inform to inform their drafting and
their drafting. expands on the plan with
creativity.
EDITING / LSC 0 1 2
The report is not written in The report has attempted to use The report is written using
the correct style, using formal and factual language. formal and factual language.
formal or factual language. The report is mostly written in The report is written is the
The report is not in the the present tense. present tense.
present tense. The learner has attempted to edit The learner successfully edits
The learner does not edit the their work to correct grammar, their own work to correct
work. Or, the learner spelling and punctuation, but grammar, spelling and
attempts to edit the work, there are still errors. punctuation.
but there are many errors
remaining.
Name Grade 9
Stage 2 (Report) 10 Marks
FAT 6 Stage 2 Poem Rubric
20 marks
CONTENT and CREATIVITY 1-3 4-6 7-8

Handling of topic weak. Handling of topic shows Handling of topic shows

Shows no creativity some creativity and creativity and originality
originality, but an average
response
STRUCTURE 1-2 3-4 5-6
and FEATURES

Little or no understanding The poem has attempted to The poem follows the
of the structure and adhere to the requirements of structures and
language features required. the genre, the structure and requirements of the chosen
language requirements, but form. Used the format to
some errors. excellent effect.
PLANNING 1 2 3
The learner does not make The learner makes a plan The learner makes a plan before
a plan OR the learner ’s before writing. The learner writing. The learner uses the
plan is irrelevant. uses some ideas from their plan to inform their drafting and
plan to inform their expands on the plan with
drafting. creativity.

EDITING / LSC 1 2 3
The learner does not edit The learner has attempted to The learner successfully edits
the work. Or, the edit their work, but there are their own work to produce
learner attempts to edit the some aspects that need more an impressive creative
work, but there are many editing. response.
errors remaining making it
challenging to
understand the poem.
Name Grade 9
Stage 2 (Poem) 20 marks
FAT 7 Stage 3
Oral Presentation (Learners do the oral presentation of their project) 20 marks

1 Prepare an oral presentation based on the research you did on poetry.

2 Your oral should:
• Use appropriate structure: introduction, body and conclusion
• Present central idea and supporting details
• Show evidence of research/ investigation
• Use appropriate body language and presentation skills, e.g. makes eye contact, volume
3 A suggested structure for your Oral Presentation is as follows:
a Introduction: Introduce the genre that you researched, and share your first response to the genre, i.e.:
When you first heard that you were going to do a project on poetry, what did you think
/ feel about this?
b Body – part one: Share the main findings of your research

c Body – part two: Read your own poem

d Conclusion: Share the evaluation you made about poetry, as well as your evaluation of this
experience, i.e.: completing a creative writing project
4 As part of the oral part of the project, you should also:
• Participate in discussions
• Give constructive feedback
• Maintain a discussion
• Show sensitivity to the rights and feelings of others
Listen to individual learners present their research reports and poems over Terms 3 and 4.
FAT 7 Stage 3 Rubric
20 marks
CONTENT and 1-3 4-6 7-9 10-12 13-15
STRUCTURE

The learner has not The learner does not have a The learner has read about The learner shows good The learner
researched the literary good understanding of the and understood the research ability and has researched well and
genre.The oral is confusing literary genre. There is no real literary genre. There is an understands the literary genre. shows a very good
and unstructured. The structure to the oral. attempt at a logical The oral has an introduction understanding of the literary
learner cannot answer The learner struggles to structuring of the oral. The and a body and an ending. genre. The oral is well- structured:
questions. respond to the questions. learner can respond to some There is good understanding introduction, supporting evidence
of the questions. of the topic and s/he and an evaluative conclusion. The
responds well to questions learner shows excellent
posed. comprehension of the topic and
can answer questions and
participate in a discussion.

FLUENCY and 1 2 3 4 5
EXPRESSION
The learner struggles to do Learner tries but presents Learner reads fairly fluently Learner presents mostly Learner is well-prepared and
the oral. Body language and hesitatingly, without fluency with some expression that fluently with confidence and presents the oral fluently with
presentation skills are very or meaningful expression. S/ shows comprehension of expression that shows good expression, at
weak. There is no he needs assistance. Weak the topic. S/he needs some understanding. Projects voice a flowing, confident pace,
expression, and the pace is connection with audience. prompting. Some and enunciates well. Good voice projection.
too slow and faltering. No connection with audience. Connects with audience. Words clearly enunciated.
connection with audience. Connects well with audience.