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CATEGORY

Analysis

Insightfully
describes several
dominant elements
and poetic devices
used by the poet
and thoughtfully
relates how they
are used by the
poet to reinforce
the theme,
meaning, mood, or
feeling of the
poem.

Accurately
describes a couple
of dominant
elements and
poetic devices used
by the poet and
accurately relates
how these are used
by the poet to
reinforce the
theme, meaning,
mood, or feeling of
the poem.

Describes some
dominant elements
and poetic devices
used by the poet,
but has difficulty
describing how
these relate to the
meaning or feeling
of the poem.

Has trouble
identifying the
dominant elements
and poetic devices
used in the poem.

Interpretation

Forms a creative
hypothesis about
the symbolic or
metaphorical
meaning of the
poem and is able to
support this with
evidence from the
text.

Forms a somewhat
reasonable
hypothesis about
the symbolic or
metaphorical
meaning and is
able to support this
with evidence from
the work.

Student identifies
the literal meaning
of the work and/or
can relate how the
work makes
him/her feel
personally.

Student finds it
difficult to interpret
the meaning or
mood of the work.

Writing Skills &


Mechanics

Responses are wellstated, and


supported with
evidence from the
reading. No errors
in grammar,
sentence structure,

Responses are wellstated, but rarely


supported with
evidence from the
poem. Minor,
grade- appropriate
errors in grammar,

Responses are not


clearly stated.
Several mechanical
errors inappropriate
to grade level, but
not strongly
affecting

Responses do not
make logical sense.
Mechanical errors
strongly affect
readability.

or spelling.

sentence structure
or spelling.

readability.

POEM ANALYSIS
RUBRIC

POEM ANALYSIS
SOCRE:

/10

ELA 10-1: Poetry Reflection


Scoring Criteria and Feedback
Reflection (10 possible marks)
When marking Ideas and Impressions, the following is considered:
the quality of the ideas generated by the student to explore the topic in a thoughtful way and the
impressions that the student has formed to reflect upon the poem.
the reflection should show thorough thoughtfulness, include supporting details and examples, and all
parts of the reflection should be complete and well done.
How deeply you thought about your poem, and how well you were able to explain the choices youve
made and in the things youve included. What did you take away from this activity? What might you
do differently next time? What was your thought process like?
The effectiveness and consistency of the support provided. How detailed did you get? Were your
details effective and appropriate?

Excellent (E) The students perceptions are insightful and carefully considered. Support is precise,
purposefully chosen, and strongly connected to the students ideas and impressions.
Proficient (Pf) The students perceptions are thoughtful and considered. Support is relevant, detailed,
and clearly connected to the students ideas and impressions.
Satisfactory (S) The students perceptions are appropriate but may be generalized. Support is adequate
and generally connected to the students ideas and impressions.
Limited (L) The students perceptions are superficial or ambiguous. Support is imprecise, unclear, and/or
vaguely connected to the students ideas and impressions.
Poor (P) The students perceptions are underdeveloped or incomprehensible. Support is lacking,
inappropriate, or unrelated to the students ideas and impressions.
COMMENTS:

REFLECTION SCORE:

TOTAL:

/10

/20