Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activity Guide and Evaluation Rubrics
Task 3 – Poetry

1. General description of the course

Faculty or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name English Literature
Course Code 551029
Course Type Teórico Retake yes ☐ No ☒
Exam
Number of Credits 2

2. Description of the activity

Type of Number of
Individual ☒ Collaborative ☒ 4
activity: weeks
Evaluation Intermediate
Initial ☐ ☒ Final ☐
moment: Unit 2
Environment for the submission of
Total score of the activity:
the activity: Monitoring and
120 points
Evaluation Environment
Starting date of the Deadline of the activity:
activity: March 13th, 2020 April 8th, 2020
Competence to develop:
- Practical Skills: Develop, maintain, promote and show
awareness of the vision, culture and strategic direction of
English Literature.
- Problem Solving, Thinking and Communication Skills: Provide a
framework to enable continuous improvement and evaluation of
Literature used to improve the qualities of reading.
- Personal Attitudes and Professional Ethics: Contribute to the
development, delivery and evaluation of English Literature, in
partnership and alone, to meet the needs of fellow professionals
and the community.
 - Roles and Functions: Manage and evaluate systems and
resources to provide efficient and ongoing support to the
educational community.

Topics to develop:
Unit 2. Kinds of Literature
Chapter 1. Poetry
Steps, phases of the learning strategy to develop
Step 1: Reading
Step 2: Haiku
Step 3: Feedback
Step 4: Flipbook
Activities to develop
Step 1: Reading
Go to the Knowledge Environment and carefully read all the references
for Chapter 1. Poetry
Step 2: Haiku
Create and post in the forum for Task 3 your own Haiku including the
following features:
1. Use as inspiration topic: Section II - Poetry. In The Edinburgh
Introduction to Studying English Literature (pp. 37-98).
2. Write only three lines, totaling 17 syllables.
a. The first line is 5 syllables.
b. The second line is 7 syllables.
c. The third line is 5 syllables.
3. A haiku does not have to rhyme, in fact usually it does not
rhyme at all.
Step 3: Feedback
Give meaningful feedback about one of your partners’ contributions.
Check for Syllabication Rules, typos, the inspiration topic, etc.
Step 4: Flipbook
Work with your group to organize all your Haikus in one Flipbook. Use
any available tool to create, share and embed your Haikus into an
online flipping book. For such flipbook design, the group should
incorporate:
a. Prioritize the esthetics: You must allow the eye to feel
comfortable. The rules of composition apply at this point; lead
the eye in, break up the page into a grid. You can utilize
templates, pick a template style and incorporate it throughout
the publication. To diversify the content, you can juxtaposition
 the images and text on alternate pages, the base grid
underneath will remain constant, hence allowing your design to
flow. This brings familiarity to the publication – thus creating
trust and ease within the reader.
b. Color coordinating: Pick a pallet and remain loyal to a few
colors. Structured this way and all the colors will not be vying for
attention at one time – which is a downside of trying to use too
many ‘strong’ colors in the one publication.
c. White space: Minimalism is in! Strive for order and tidiness over
clutter and overcrowding.
d. Image & photo selection: You are the art director! Be a good
editor, if images are pixilated or low resolution leave them out.
The best-designed publication will fall at the first hurdle if this is
not observed; there is nothing worse than leafing through a
well-designed piece and coming across a poor image.
Environmen
ts for the Collaborative Learning Environment
developme Practical Learning Environment
nt of the Monitoring and Evaluation Environment
activity
Individual:
Products to
Haiku
be
delivered
Collaborative:
by the
student Feedback
Flipbook

3. General guidelines for the development of collaborative work

Planning of Collaborative learning is a strategy that allows

activities for students to work together in order to achieve a
the common goal. Accordingly, the collaborative work
development proposed for the course is based on a structured and
of planned process that includes individual and group
collaborative activities, as well as interaction and socialization in
work the virtual classroom.
Roles to be Different roles are proposed within the collaborative
performed environment, which allow an appropriate space for
by the academic growth and effective interaction that
student in promotes learning and interpersonal relationships.
the Every student will take up one of these roles for the
collaborative development of the course assignments and can only
group be changed if decided by the group members.
Facilitator: Makes sure that every voice is heard and
focuses work around the learning task. Provides
leadership and direction for the group and suggests
solutions to team problems.
Recorder: Keeps a public record of the team's ideas
and progress. Checks to be sure that ideas are clear
and accurate.
Timekeeper: Encourages the group to stay on task.
Announces when time is halfway through and when
time is nearly up.
Planner: States an action for the completion of the
task at hand according to the instructions and course
agenda.
Task monitor: Looks for supplies or requests help
from the teacher when group members agree that
they do not have the resources to solve the problem.
Compiler: Puts together the final product and
includes the work done only by those who participated
on time. Informs the student in charge of alerts about
people who did not participate and will not be included
in the final product.
Reviser/editor: Makes sure the written work follows
Roles and
all the criteria established in the activity guide.
duties for
Evaluator: Evaluates the final document to ensure it
the
follows the evaluation criteria of the rubric and
submission
informs the student in charge of alerts about any
of products
changes that need to be made before delivering the
by students
product.
Deliveries: Student in charge of informing about the
dates set for presenting each task and delivering the
final product according to the course agenda. Also
informs other students that the final product has been
sent.
 Alerts: Informs group participants about any news in
the work being done and reports the delivery of the
final product to the course tutor.
Use of All references considered for this activity have to be
references cited using APA Style
Students must be aware of the risks and penalties in
case of plagiarism.

Under the Academic Code of Conduct, the actions that

infringe the academic order, among others, are the
following: paragraph e) "Plagiarism is to present as
your own work all or part of a written report, task or
document of invention carried out by another person.
It also implies the use of citations or lack of
references, or it includes citations where there is no
match between these and the reference" and
paragraph f) " To reproduce, or copy for profit,
educational resources or results of research products,
which have rights reserved for the University ".
(Acuerdo 029 - 13 De Diciembre de 2013, Artículo 99)
Plagiarism
policy
The academic penalties that the student will face are:

a) In case of academic fraud demonstrated in the

academic work or evaluation, the score obtained will
be zero (0.0) without any disciplinary measures being
derived.
b) In case of proven plagiarism in academic work of
any nature, the score obtained will be zero (0.0),
without any disciplinary measures being derived.

To learn how to properly cite all your tasks, see the

following:

BibMe. (n.d.). APA Citation Guide. Retrieved from

http://www.bibme.org/citation-guide/apa/
 4. Evaluation rubric

Evaluation Rubric
Task 3 – Poetry
Individual Collaborative
Activity type: ☒ ☒
Activity Activity
Intermediate
Evaluation
Initial ☐ Unit2 ☒ Final ☐
Moment
Chapter 1
Evaluated Performance level of the individual activity
Score
items High score Average score Low score

Poem does not

Poem follows 5-7- Poem does not
follow 5-7-5
Haiku 5 syllable Haiku follow any
syllable Haiku
syllable pattern. syllable pattern. 30 points
pattern.
pattern
(up to 30 (up to 15
(up to 0 points)
points) points)
Haiku format is Haiku format is
Haiku format is
very attractive not attractive or
Haiku easy to read.
and easy to read. easy to read. 30 points
format
(up to 30 (up to 20 (up to 10
points) points) points)

The topic of the The topic of the The topic of the

poem is clearly poem is somewhat poem is not
related to Section related to Section related to Section
Haiku topic 30 points
II - Poetry. II - Poetry. II - Poetry.

(Up to 30 (Up to 15
(Up to 0 points)
points) points)
Evaluated Performance level of the collaborative activity
Score
items High score Average score Low score
 The student
The student
participated in the
participated on No feedback was
forum on time
time, but poor given to
and gave
Feedback feedback was classmates. 20 points
meaningful
given to partners.
feedback.
(Up to 20 (Up to 10
(Up to 0 points)
points) points)
The group created
a well-organized
The group created
Flipbook that The group did not
an incomplete
includes all the design a Flipbook.
Flipbook Flipbook. 10 points
required
information.
(Up to 10
(Up to 5 points) (Up to 0 points)
points)
Final Score 120