AL-TAQWA COLLEGE

English Slam Poem

Common Assessment
Term 1 2024
SEEP

Name: _________________________________ Class: 9_____

Victorian Curriculum English Level 9 Content Descriptors for this task

Students will:

 Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate
arguments, including texts that integrate visual, print and/or audio features (VCELY449)
 Publishing texts using a range of software, including word processing programs, flexibly and
imaginatively (VCELY451)
 Reflect on, discuss and explore notions of literary value and how and why such notions vary according to
context (VCELT454)
 Review and edit students’ own and others’ texts to improve clarity and control over content, organisation,
paragraphing, sentence structure, vocabulary and audio/visual features (VCELY450)
 Publishing texts using a range of software, including word processing programs, flexibly and
imaginatively (VCELY451)

Purpose: The purpose of this task is to demonstrate your knowledge, understanding and skills regarding a range
of imaginative structures and language features by creating and reciting your own slam poem.
Note: Within this task there are compulsory elements that you are required to complete.

Task description:

 We have been exploring and discussing different forms of imaginative tasks in class, and your task is to
create, recite and publish your own slam poem one of the following topics: Racism, cyber bullying/safety,
mental health, global warming/climate change, Indigenous voice, technology, peer pressure/fitting in.
 Students must focus on the theme identity and belonging.
 The detailed requirements for the task are provided on the following pages.

When you have completed this task, you should get feedback from myself and your peers and use the assessment
rubric to assess your own work. Highlight the comments you think best describe what you have done.

Assessment:
Your slam poem will be assessed in accordance with the “Assessment Rubric for Year 9 English—Slam poem”.
Along with your finished Slam poem, you will need to complete and hand in:

● All of your planning, drafting, and conferencing documents

● Your completed self-assessed rubric

● Reflection sheet

Requirements for creating your Slam Poem:

When creating your slam poem, you:

● Must watch different slam poems shown in class and record observations make comments about different

techniques used by the poet.

● You must get inspiration from the slam poems shown in class.

● You are required to create and recite at home and record your presentation on video.

● You must get feedback from your peers before publishing. Get your peers to complete a Plus, minus, interesting

(PMI) on your work, and provide constructive feedback justifications.

● You must publish your poem on school box. The video must be 2-3 minutes long.

● You are required to complete a reflection on your progress in creating a slam poem.

Reflection sheet guideline:

 What topic did you focus on and what persuaded you to choose it?
 Give some examples of figurative language you have used and explain the impact you hoped to achieve.
 Who is the intended audience? (Do not say teacher or students but the particular audience’s attention you want
to capture).
 What is the intended message you would like your listeners to take away from your poem?
 What feedback did you receive, and how did it influence your final piece? What additions/omissions did you
make from the given feedback?

Your reflection must be completed in a paragraph and the word limit is 200-300 words.

SEEP Extension
Student must complete their reflection with proper structure. Students must have a deeper analysis and must provide
examples.
Draft:
Feedback:
Reflection:
Rubric:

4 Engages insightfully with the issue The poem has a clear focus The poem has a structure The poet shows clear emotions Poem is at least two to three
through the use of sophisticated and that audibly flows well, with through his/her voice, body minutes performed and is
figurative language. purpose, exhibiting a cohesion and rhythm. language, and face. The poet organised in a manner that
valid theme enunciates his/her words and maximizes the poem’s
that is effectively projects his/her voice to power.
intertwined contribute to the overall power of
throughout the entire the poem.
piece.
3 Engages purposefully with the issue The poem mostly has a The poem mostly flows well, The poet mostly shows clear Poem is at least two to three
through the competent use of clear focus and purpose, with cohesion and rhythm. emotions through his/her voice, minutes performed and is
figurative language. exhibiting a coherent theme body language, and face. The poet organised in a manner that
that is effectively mostly enunciates his/her words mostly contributes to the
intertwined throughout and projects his/her voice to poem’s power.
most of the piece. contribute to the overall power of
the poem.

2 Engages with the issue through The poem has a somewhat The poem somewhat flows
a limited use of figurative language. clear focus and purpose well, and/or may be lacking
that may or may not exhibit cohesion and rhythm.
a coherent theme that is or
is not intertwined
throughout the piece.
The poet somewhat shows clear Poem may or may not be
emotions through his/her voice, two to three minutes
body language, and face. The poet performed and/or may not
may or may not enunciate his/her be organised in a way that
words or project his/her voice, contributes to the poem’s
which may or may not contribute power.
to the overall power of the
poem.

1 Engages with the issue through
a very limited use of figurative
language.
The poem is lacking a focus The poem does not flow The poet is lacking emotion
and purpose and, thus, does well, and/or may be lacking through his/her voice, body
not exhibit a coherent cohesion and rhythm. language, and face. The poet does
theme intertwined not enunciate his/her words or
throughout the piece. project his/her voice, which may
or may not contribute to the
overall power of the poem.
Poem is not two to three
minutes performed and/or is
not organised in a way that
contributes to the poem’s
power

Category Poetic Language Idea and Theme Fluency Performance Length/Organisation

Reflection Rubric:

Organisation Student organised his/her ideas in

1 mark a sophisticated manner.

Word length Student adhered to the word

1 mark length.

Grammar and spelling The reflection contains little to no

1 mark errors in grammar, usage,
mechanics, or spelling.

Reflection Student reflects on his or her own

2 marks abilities, struggles/limitations
experiences whilst creating their
slam poem.