Photo Essay Assignment Examples Of Alliteration

Anglo-Saxon Boast Assignment
Download Printable Copy Anglo-Saxon Boast Assignment HERE

The Anglo-Saxon hero was celebrated in poetry and song, and he was expected to tell of his exploits and adventures.  These tales were his boasts.  Beowulf boasts of his prowess in lines 141-169 of Beowulf.  Using these lines as models, write your own “Anglo-Saxon” boast which meets the following criteria:

v     It must explain three of your past accomplishments and boast of one future accomplishment.

v     It must be 20 lines long.

v     It must imitate the Anglo-Saxon poetic form with four accented beats per line, no end rhyme, and a caesura in each line.

v     It needs to contain four kennings, multi-word metaphors which re-name people, places, or things.

v     It needs to have three examples of alliteration. 

v     It must be on a piece of paper or construction/poster paper no smaller than 8 ½ by 11 inches, and it must be appropriately decorated in keeping with the accomplishments mentioned in the boast.

Each of these elements must be highlighted and labeled.

Example:

                                                            “Hail, Hrothgar!

Higlac is my cousin and my king; the days

Of my youth have been filled with glory.  Now Grendel’s

Name has echoed in our land: sailors

Have brought us stories of Herot, the best

Of all mead-halls, deserted and useless when the moon

Hangs in skies the sun had lit,

Light and life fleeing together.

My people have said, the wisest, most knowing

And best of them, that my duty was to go to the Danes’

Great king.  They have seen my strength for themselves,

Have watched me rise from the darkness of war,

Dripping with my enemies’ blood.  I drove

Five great giants into chains, chased

All of that race from the earth.  I swam

In the blackness of night, hunting monsters

Out of the ocean, and killing them one

By one; death was my errand and the fate

They had earned.  Now Grendel and I are called

Together, and I’ve come.  Grant me, then,

Lord and protector of this noble place,

A single request!  I have come so far,

Oh shelterer of warriors and your people’s loved friend,

That this one favor you should not refuse me—

That I, alone, and with the help of my men,

May purge all evil from this hall.

YELLOW = kennings

BLUE = past accomplishments

GREEN = future accomplishment

RED =  four accented beats

PURPLE = caesura 

TURQUOISE = alliteration

 

Teacher Example:

Hail Students,

I am Jana, daughter of TK and Lenore,

Affectionately nicknamed ReidZilla and Cruella De Reid,

Known, far and wide, as the strict English teacher.

Many have been my triumphs, many my accomplishments.

Valedictorian of the class of 1980, I graduated with honors

From the Land of the Bears, .

Flinging my green and gold afar, I traveled to Granbury,

Home of the Pirates, to fight ignorance and bring the light of

     knowledge

To students, the hope of the future. My greatest goal

Has always been to help students learn to think.

Once here, I experienced many challenges,

Many successes and many defeats.  Named Teacher of the Year

In both 2003 and 2005 and Educator of the Year in 2000,

Some have honored me for my abilities. But the greatest honor

Comes when a student thanks me, when a student

Understands a concept, when a student asks me to be his or her  

     friend

On Facebook and tells me how I helped him in college

Or her in class, then I know that I have made a difference,

I have achieved my ultimate goal: to change the world,

One person at a time.

YELLOW = kennings, 4 examples

BLUE = past accomplishments, 3 examples

GREEN = future accomplishment, 1 example

RED =  four accented beats, 1 example

PURPLE = caesura, 1 example 

TURQUOISE = alliteration, 3 examples

`

 

Anglo-Saxon Boast Rubric

Presentation                                                                                          20 points                __________

Appropriate length                                                                              10 points                __________

Diction                                                                                                   10 points                __________

Content (three present accomplishments, one future)                   20 points                __________

Conventions of Anglo-Saxon poetry                                               20 points                __________

                No end rhyme

                Four beats per line (one line)

                Caesura (one line)

Kenning(four examples)                                                                    10 points                __________

Alliteration (3 examples)                                                                     10 points                __________

Total                                                                                                                                       __________

 

 

Common Core Standards for English Language Arts

Grades 6–12

READING
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

WRITING
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

SPEAKING AND LISTENING
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.


Visual-Arts Content Standards for California Public Schools

Grade 6

Artistic Perception
1.2–Discuss works of art as to theme, genre, style, idea, and differences in media.
Creative Expression
2.5–Select specific media and processes to express moods, feelings, themes, or ideas.
Aesthetic Valuing
4.1–Construct and describe plausible interpretations of what they perceive in works of art.

Grade 7
Creative Expression
2.6–Create original artwork using film, photography, computer graphics, or video.
2.7–Create a series of artworks that expresses a personal statement demonstrating skill in applying the elements of art and the principles of design.

Grade 8
Artistic Perception
1.2–Analyze and justify how their artistic choices contribute to the expressive quality of their artwork.
Creative Expression
2.3–Create original artwork, using film, photography, computer graphics, or video.
Historical and Cultural Context
3.1–Examine and describe or report on the role of artwork created to make a social comment or protest social conditions.

Grades 9-12
Artistic Perception
1.5–Analyze the materials used by a given artist and describe how their use influences the meaning of the work.
Creative Expression
2.6–Create a two- or three-dimensional artwork that addresses a social issue.
Historical and Cultural Context
3.3–Identify and describe trends in the visual arts and discuss how the diverse issues of time, place, and cultural influence are reflected in selected artworks.
Aesthetic Valuing
4.5–Employ the conventions of art criticism in writing and speaking about artworks.


National Standards for Visual Arts

Grades 5-8

1. Understanding and Applying Media, Techniques, and Processes
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
3. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.

Grades 9-12
1. Understanding and Applying Media, Techniques, and Processes
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks.
4. Understanding the Visual Arts in Relation to History and Cultures
Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making.
5. Reflecting upon and Assessing the Characteristics and Merits of Their Work and the Work of Others
Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts.

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