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Imagine A Night Poetry Assessment
Imagine A Night Poetry Assessment
Imagine A Night Poetry Assessment
Melissa Kujundzic
Table of Contents
1. Lesson Plans
a. Formative assessments and instructions attached beneath
each lesson
2. Performance Task overview: Imagine a Night Poem and Reflection
3. Student Task Description: Imagine a Night Poetry
4. Assessment Criteria: 4 point Rubric
5. Defense Paper
Lesson
Title/Focus
Teache
r
Melissa Kujundzic
LEARNING OBJECTIVES
Grade 4: English Language Arts
GLO 2
Students will listen, speak, read, write, view and represent to comprehend and respond personally
and critically to oral, print and other media texts.
SLO 2.1
use ideas and concepts, developed through personal interests, experiences and discussion,
to understand new ideas and information
explain how the organizational structure of oral, print and other media texts can assist in
constructing and confirming meaning
SLO 2.2
explain how language and visuals work together to communicate meaning and enhance
effect.
SLO 2.3
identify how specific techniques are used to affect viewer perceptions in media texts
recognize how words and word combinations, such as word play, repetition and rhyme,
influence or convey meaning
SLO 2.4
select and use visuals that enhance meaning of oral, print and other media texts
use a variety of strategies for generating and organizing ideas and experiences in oral,
print and other media texts
Students will:
use ideas and concepts, developed through personal interests, experiences and discussion,
to understand new ideas and information
explain how the organizational structure of media texts can assist in constructing and
confirming meaning
explain how language and visuals work together to communicate meaning and enhance
effect.
identify how specific techniques are used to affect viewer perceptions in media texts
recognize how words and repetition influence or convey meaning
select visuals that enhance meaning of media texts
use visuals that enhance meaning of media texts
use a variety of strategies for generating and organizing ideas and experiences in oral and
print
ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Introduction
Show a picture from the book and ask students to tell me
what they see in the picture.
Ask students if they like to use their imagination? Do they
have dreams? Do they think that their dreams are using their
imagination? Ask them If they remember talking about poetry
in last class? (Thumbs up for yes thumbs down for no) Then I
will ask some students to tell me something that they
remember about kinds and aspects of Poetry and how to
create Poetry?
Students will listen to the teacher read a poem. Students will
participate poem writing activities and small group
discussions.
On the board for students to refer to. I will go over the agenda
at the beginning of the lesson
Students will come to reading corner for the poem.
Body
I will ask students to come to the reading corner.
I will read students the title of the poem and ask
students to tell me what they see in the cover of the
poem.
I will read the book and stop on each page to assess
the photo first and ask them to predict what the night
might be like before we read the text.
We will talk about how the paintings enhance the text
on each page and I will ask them to tell me the ways in
which it does.
What do the students find different about the
paintings?
We will talk about surrealist and magic realism in
pictures and word cards. We will discuss how the
Time
5 min
3 min
2 min
1.5 min
Time
20 min
Learning Activity
#2
7 min
(through
out
activity)
15 min
(Through
out
activity)
Learning Activity
#3
Assessments/
Differentiation
Assessment for
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
20 min
20 sec
(Through
out
Activity)
Time
Through
out
activity
5 min
Next time
2 min
Reflections
NAME:_______________________________
Imagine a Night
http://amazingezone.com/paintings/magical-realism-surrealisticpaintings-by-tomek-setowski-from-poland/
Paintings by Tomek Setowski from Poland
http://amazingtechzone.com/inspiration/magic-realism-optical-illusionpaintings-rob-gonsalves-canada/
AT NIGHT
Read the sentence in the upper box. Think and list your answers in the boxes below.
Things you might see at night,
real or imagined.
Lesson
Title/Focus
Teache
r
Melissa Kujundzic
LEARNING OBJECTIVES
Grade 4 English language arts
GLO 4
Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
SLOs
4.1 Enhance and Improve
Appraise own and others' work
identify the general impression and main idea communicated by peers' print and other
media texts
use pre-established criteria to provide support and feedback to peers on their oral, print and
other media texts
Students will:
1. Peer review and give feedback to each other in small groups
a. Appraise others work identifying the general impression and main idea
communicated by peers' print and other media texts.
b. Appraise others work using pre-established criteria to provide support and feedback
to peers on their oral, print and other media texts
ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Introduction
I will show the students an Imagine the night example that I
did.
I will ask students if they remember any of the peer review
techniques that we discussed at the end of last lesson.
Give constructive peer review feedback.
In a positive and appropriate fashion.
I will explain and post the agenda on the board as well as the
objective of this lesson.
- Explain and discuss good peer review
- Assess my Imagine the night for an example
- Give peer review in groups of 3
Time
.5 min
.5 min
1 min
Transition to Body
Learning Activity
#1
Assessments/
Differentiation:
Learning Activity
#2
Assessments/
Differentiation
Learning Activity
#3
Assessments/
Differentiation
Assessment for
Learning:
Feedback From
Students:
Feedback To
Students
1 min
Time
20 min
15 min
30 min
.5 min
and
through
out
Time
-
5 min
1 min
Transition To Next
Lesson
.5 min
----------------------------------------------------------------------------------------------Page 2
NAME:_______________________________
Imagine
a night
Imagine
a where
Nighttrees
are like skyscrapers floating above the
world, and the
crystal clear edge of the ocean touches an endless landscape of forest
and city.
Handout
Choose 1 of These 2 Ways to Give Peer Feedback
2 STARS and a Wish (Positive comments) and a (Constructive
comment)
Or
P.E.E.R.S
P onder
E xamine
E ncourage
R eact
S uggest
Peer Feedback
How to talk about a text
Begin with a positive
I noticed that
I liked this part because
Your Idea is.
You did a good job.
Ask questions
How come...?
I was wondering why...?
Why do you think?
Explain your thinking
I think so because
Well, in the text it says so,
Well that is not what I meant I meant.
That is just like when
Assessment Portfolio Template
ED 3504 Evaluation of Learning
This reminds me of
Ask for clarification
I dont understand tell me again.
Can you explain
What did you mean by
Make suggestions
I think
What about if you/we?
Maybe you should/could.
Link your Idea
Yes, but
I think that is a good idea, and also
I agree, but I also think
The ending is interesting, but maybe you could also add
Disagree constructively
I disagree with your opinion because
That is not what I think it meant because
I dont think that will work because
I dont think so because...
Lesson
Title/Focus
LEARNING OBJECTIVES
Teache
r
Melissa Kujundzic
ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Assessments/
Differentiation:
Learning Activity
#2
Assessments/
Differentiation
Learning Activity
#3
Introduction
I will pass out the draft from previous class and students will
begin working and finishing their final poem.
Hands up if they feel like they know what they need to do to
finish their Imagine a Night poem assignment. We will go over
the description of the task and expectations for the final
product.
Students will finish the performance task and place in folder
given to them by me.
Students will work quietly when finishing.
Students will be positive when looking at other students work
in the gallery walk
On the board
- Finish poem and place in folder when finished
- Gallery walk
- Then write Reflections
I will tell students they can finish their poem in there desks or
at the worktable as long as they are working hard. If the
students finish early they can start the Reflection hand out.
Body
Students will finish any final drafting of the imagine the
night
Walk around to make sure everyone has finished while
formatively assessing if students are on task.
Students will do a gallery walk to look at everyones
work that they have done
Then they will get in pairs and read their Imagine a
Night to their partner
I will gallery walk as well. Formative assess that everyone is
done and ready to move to the reflection.
Students will fill out reflection handouts (Graded)
Possible to write on the computer if they are
uncomfortable printing
With the following questions
o How does the language in the poem and
visuals work together to show the reader
the meaning and enhance effect of the text?
o How does the structure of the texts can help
in making and confirming the meaning?
Does repetition affect meaning? How?
o Reflect on the process of creating this
assignment and include at least 2 things
you learned.
They will place the reflections and Imagine a Night
projects at the front of the class.
Handed in with Imagine a Night project and Reflection
Handouts
If they need more time for reflection then I will give them
more time to finish next lesson.
Closure
Imagine a Night Poem Projects handed in as well as reflection
handouts.
Time
1 min
1 min
Through
out
Will be on
the board
.5 mins
Time
10 min
10min
-
Assessments/
Differentiation
Assessment of
Learning:
20 min
2 min
Time
.5 min
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
1 min
1 min
Answer each question in full sentences. Explain why you think that way
and make sure you answer every part of question for full marks.
1. How does the language in the poem and visuals work together to
show the reader the meaning and enhance effect of the text?
Explain why.
2. How does the structure of the texts can help in making and
confirming the meaning? Does repetition affect meaning? Explain
how.
Imagine a Night
Poetry
Performance
Task
Overview
Materials
Teacher
Subject
Topic/Foc
us
Melissa Kujundzic
English Language Arts
Grade 4 Poetry and Reflection
Reflection handout
6 Pictures to choose from
Learner Outcomes
General
Outcomes
GLO 2
Students will listen,
speak, read, write,
view and represent to
comprehend and
respond personally
and critically to oral,
print and other media
texts.
GLO 2
Students will listen,
speak, read, write,
view and represent to
comprehend and
respond personally
and critically to oral,
print and other media
texts.
Specific Outcomes
Assessment Criteria
Students provide evidence of their learning
as they
SLO 2.1
use ideas and concepts,
developed through personal
interests, experiences and
discussion, to understand
new ideas and information
explain how the
organizational structure of
print and other media texts
can assist in constructing
and confirming meaning
SLO 2.2
explain how language and
visuals work together to
communicate meaning and
enhance effect.
GLO 2
Students will listen,
speak, read, write,
view and represent to
comprehend and
respond personally
and critically to oral,
print and other media
texts.
GLO 2
Students will listen,
speak, read, write,
view and represent to
comprehend and
respond personally
and critically to oral,
print and other media
texts.
SLO 2.3
identify how specific
techniques are used to
affect viewer perceptions in
media texts
recognize how words and
word combinations, such as
repetition, influence or
convey meaning
SLO 2.4
Select and use visuals that
enhance meaning of print
and other media texts
e) Your stanza will describe what you think the night would be like in
the picture.
f) Make sure that your visual and text is clearly related but be
creative!
g) Make sure you use the phrase Imagine a night at the start of each
stanza.
i) Imagine a night where
ii) Imagine a night when
2) On the second class we will do a peer review and feedback session.
a) Then you have time to make any changes to your poem you feel
are necessary
3) On the last day after you each have finished your final copy
a) then we will have a gallery walk to show our work.
b) you will fill out a reflection with questions about the assignment
(make sure you answer all aspect of the question)
c) Your Poem and Reflection will be handed in at the end on the third
class.
4) The Poem and the Reflection will be graded.
Poem checklist
Does my text communicate clearly what I think is happening in the
picture?
Am I using my own ideas?
Does my poem look like the same format as Sarah L. Thomsons
Imagine a Night?
Is my poem in a logical sequence?
Is my poem easy to follow?
Reflection Checklist
Did I answer every aspect of the questions?
Did I elaborate on how, what, and why?
Did I answer in full sentences?
If I do not understand the question did I ask the teacher?
Now lets get Imagining!
Assessment Criteria
Level
Criteria
Poem
Visuals and
meaning
Excellent
Proficien
t
Adequat
e
Visual is
very clearly
used
thorough out
the poem to
enhance and
connect
meaning to
text.
Visual is
used
relatively
well and
clear
thorough out
the poem to
enhance and
connect
The visual
used lacks
clarity
thorough out
the poem to
enhance and
connect
meaning to
text.
Insufficie
nt /
Limited *
Blank *
Visual is not
often used
to enhance
and connect
meaning to
text in the
poem.
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
texts)
meaning to
text.
Content
(2.1:use ideas
and concepts,
developed
through
experiences and
discussion, to
understand new
ideas and
information)
(2.4:Produce
print text that
follow a logical
sequence and
demonstrate
clear
relationships
between the plot
of the poem and
the character (in
this case the
visual))
Reflection
(2.4:Produce
narratives that
describe
experiences and
reflect personal
responses)
(2.2: explain
how language
and visuals work
together to
communicate
meaning and
enhance effect.)
Shows a
complete use
of Imagine a
Night poem to
understand
and develop
their own
original
Imagine a
Night Poetry
Shows a
somewhat
complete use
of Imagine a
Night poem to
understand
and develop
their own
original
Imagine a
Night Poetry
Shows a
minimal use
of Imagine a
Night poem to
understand
and develop
their own
original
Imagine a
Night Poetry
Shows a
incomplete
use of
Imagine a
Night poem to
understand
and develop
their own
original
Imagine a
Night Poetry
Produce a
poem that
follows a
comprehensi
ve and
logical
sequence
between the
plot of the
poem to the
visual
Produce a
poem that
follows a
mostly
logical and
comprehensiv
e sequence
between the
plot of the
poem to the
visual
Produce a
poem that
follows a
somewhat
comprehensi
ve and
logical
sequence
between the
plot of the
poem to the
visual
Produce a
poem that has
no
comprehensiv
e or logical
sequence
between the
plot of the
poem to the
visual
Strong
Comprehens
ive reflection
on the
process of
creating the
poem
assignment
and include at
least 2 things
they learned.
Reflects
adequately
on the
process of
creating the
poem
assignment
and include at
least 2 things
they learned.
Partial
reflection on
the process of
creating the
poem
assignment
and include at
least 2 things
they learned.
Incomplete
reflection on
the process of
creating the
poem
assignment
and include at
least 2 things
they learned.
Strong
Comprehen
sive
reflection on
how
language
and visuals
work
together to
communicat
Thorough
reflection on
how
language
and visuals
work
together to
communicat
e meaning
and enhance
Partial
reflection on
how
language
and visuals
work
together to
communicat
e meaning
and enhance
Incomplete
reflection on
how
language
and visuals
work
together to
communicat
e meaning
and enhance
e meaning
and enhance
the text.
the text.
the text.
the text
(2.1:explain
how the
organizational
structure of
print and other
media texts can
assist in
constructing and
confirming
meaning)
Strong
Comprehens
ive reflection
on how does
the structure
of the texts
help in
making and
confirming the
meaning.
Thorough
reflection on
how does the
structure of
the texts help
in making and
confirming the
meaning.
Partial
reflection on
how does the
structure of
the texts help
in making and
confirming the
meaning.
Incomplete
reflection on
how does the
structure of
the texts help
in making and
confirming the
meaning.
(2.3: recognize
how words and
word
combinations,
such as
repetition,
influence or
convey
meaning)
Strong
Comprehens
ive reflection
on how they
think that
language in
the poem and
visuals work
together to
show the
reader the
meaning and
enhance
effect of the
text.
Thorough
reflection on
how they
think that
language in
the poem and
visuals work
together to
show the
reader the
meaning and
enhance
effect of the
text.
Partial
reflection on
how they
think that
language in
the poem and
visuals work
together to
show the
reader the
meaning and
enhance
effect of the
text.
Incomplete
reflection on
how they
think that
language in
the poem and
visuals work
together to
show the
reader the
meaning and
enhance
effect of the
text.
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.
Defense Paper
I knew before I started this course that assessment was essential to learning.
I never really grasped why or to what extent it would effect learning. I did not realize
Assessment Portfolio Template
ED 3504 Evaluation of Learning
to what extent assessment could help in the creation of a lesson. I made these
lessons using understanding by design. In essence I worked my way from the
bottom up. It is a method that the textbooks and many of our courses used and
endorsed. This way you take your outcome first and then decided how you will
assess the learning outcome and then you can create the activities in your lesson
plan to scaffold the learning. That is how I approached this performance task and
assessment. I first decided which outcomes I wanted to assess;
Grade 4: English Language Arts
GLO 2
Students will listen, speak, read, write, view and represent to comprehend and respond personally
and critically to oral, print and other media texts.
SLO 2.1
use ideas and concepts, developed through personal interests, experiences and discussion, to
understand new ideas and information
explain how the organizational structure of oral, print and other media texts can assist in
constructing and confirming meaning
SLO 2.2
explain how language and visuals work together to communicate meaning and enhance
effect.
SLO 2.3
identify how specific techniques are used to affect viewer perceptions in media texts
recognize how words and word combinations, such as word play, repetition and rhyme,
influence or convey meaning
SLO 2.4 Create an original text
select visuals that enhance meaning of oral, print and other media texts
use visuals that enhance meaning of oral, print and other media texts
use a variety of strategies for generating and organizing ideas and experiences in oral, print
and other media texts
produce oral, print and other media texts that follow a logical sequence, and demonstrate
clear relationships between character and plot
produce narratives that describe experiences and reflect personal responses
poem follows a pattern and helps them to produce a logical sequence and
demonstrate an understanding of plot and character relationships. It shows them a
new way to produce print text using new strategies for generating and organizing
ideas and experiences in print and other media texts (such as visuals). Then I
thought I could get them to do a self-reflective assessment of their process in
creating this poem. That way the students would be participating in reflecting on
what they learned how they created the poem. I also decided it is a great way to link
what they were doing by making the poem such as using structure and repetition in
the poem and make sure they could tell me what it does, why, and how it affects
meaning. So every question I used in the reflection assessment was directly linked to
an outcome. This made it easier to assess if the outcome was clearly met. It
enhanced my clear target and purpose for this assessment. Therefore my summative
assessment was directly based on the outcomes that I wanted to achieve. Then I
developed three lesson plans that can scaffold that summative assessment. The
three consecutive lessons scaffold the students to create the performance task
effectively and successfully. I wanted to make sure it was all done in class with
materials provided so that it was a accurate measure of the students ability. Having it
all done in class eliminates any major external factors for why a student may not
finish the task. I am flexible with the task so that if the students need more time that
time is available. Clear purpose and targets are essential. I made sure that in the first
lesson my student task description was distributed so that students could refer to it
through out each lesson and know exactly why they are doing the task.
I made sure to scaffold each aspect of the task and use formative assessment
to see how the tasks and learning was moving along. Some lessons I used
Assessment Portfolio Template
ED 3504 Evaluation of Learning
observational formative assessment. This was when I needed a general idea that we
were on task and I paired it with both group and individual observation. Others times
thumbs up thumbs down or raise hand these are quick and effective ways to assess if
the class is feeling comfortable and on task. I used graphic organizer to formatively
assess students in discussion on personal experiences and relate them to the poem.
It was also a resource they could use to scaffold the poem writing process.
Lesson 2 was not included in summative assessment because I believe that it
wasnt a requirement for the outcome in my performance task but to effectively
create a poem it is important to get peer feedback. This way I you can involve
students in formative assessment and teach them how to give good descriptive
feedback and learn to become good and efficient assessors as well.
I think that every assessment tool I used in my lessons and performance task
were justified and needed to meet the outcomes. I used student involvement, clear
purpose, and clear targets to enhance my students learning which are some of the
key concepts in assessment that we talked about in our textbook. I fully agree with
these being used effectively when creating an assessment.