Assignment #3
Stage 2 - Understanding by Design
Jennifer A. Joines
The Elements of Poetry
Unacceptable(1 Point) / Acceptable
(2 Points) / Target
(3 Points) / Your
Score
1. / Assessments are not representative of different facets of understanding. / Utilizes some facets to build assessments for understanding. / Utilizes the six facets to build assessments for understanding. Assessments clearly identify the correlating facet. / /3
2. / Selects assessments that do not require authentic performance. / Designs assessments that require learners to exhibit understanding through authentic performance tasks. / Designs assessment and includes all assessment instruments that demonstrate congruency among goals, assessment measures require learners to exhibit understanding through complex authentic performance tasks. / /3
3. / Selects assessments that do not utilize criterion-based scoring tools. / Designs appropriate criterion-based scoring tools to evaluate student product and performance. / Designs a scoring rubric that includes distinct traits of understanding and successful performance and clearly illustrates the six facets of understanding. / /3
4. / Selects assessment formats that are limited. / Includes at least three different formats of assessment. / Includes a variety of appropriate assessment formats within the unit to provide additional evidence of learning / /3
5. / Fails to provide opportunities for learners to self-assess. / Provides opportunities for learners to self-assess. / Assessments clearly used as feedback and reflection for students and teachers, as well as for evaluation. / /3
Your Total Score /15
Score / Rating
10 or < / Unacceptable
11-13 / Acceptable
14-15 / Target
Title of Unit / The Elements of Poetry / Grade Level / 9th grade English
Stage 2 – Determine Acceptable Evidence
National Standard:
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Technology Standard:
Standard 1: Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
State Standard:
ELA9RL1: The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies and responds to differences in style and subject matter in poems by a variety of contemporary and canonical poets; the student:
a. Identifies and responds to the aesthetic effects of subject matter (i.e. topic, theme), sound devices (i.e., alliteration, onomatopoeia, rhyme scheme), figurative language (i.e., personification, metaphor, simile, hyperbole), and structure (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric) in a variety of poems.
b. Sorts and classifies poems by specified criteria (i.e., fixed and free forms, rhymed and unrhymed, narrative and lyric, and/or universal themes and topics).
Essential Questions
Overarching Questions:
-Why should I read poetry?
-Why would I want to express myself through poetry?
-Will I encounter poetry in my other content areas? / Topical Questions:
-What are the elements of poetry? (sound devices, figures of speech, poetic structure)
-What does it mean to analyze a poem?
-How does a poet use sound devices and figures of speech to create meaning?
-What is a fixed form poem?
-What is a free form poem?
-How can I use imagery in poetic expression?
-How can technology be used to express myself poetically?
Stage 2 - Evidence
Performance Tasks
Goal: Your task is to write a poem and feature it as a movie using Windows Movie Maker. Your poem should be about a special memory and feature pictures from that time in your life. You will also use Audacity to record your own voice narrating your poem.
Role: You are a budding poet.
Audience: Your audience will be a group of 9th graders who have been studying poetry.
Situation: Be sure to include several elements of poetry that they have been learning in your movie. Your challenge will be to appropriately mix the creativity of your poem with the technology at your disposal.
Standards and Criteria for Success: Your must include a title slide at the beginning and a dedication slide at the end of the movie. Your pictures and poem should be arranged to follow along with your narration.
Other Evidence
1. Elements of Poetry quiz: This fill-in-the-blank quiz measures the student’s understanding of basic poetry terms covered in class.
2. “The Girl Who Loved the Sky”: Students will be given this poem to analyze for meaning, structure and figures of speech.
3. “Sympathy” by Paul Lawrence Dunbar: Students will work in groups to analyze this poem for meaning and figures of speech.
4. Poetry Share: Students will pick a poem of their choice to share with the class. (rubric attached)
5. Poetry Test: This multiple format test will measure the student’s understanding of the elements of poetry.
6. Reader’s Response on Shakespeare’s Sonnet 130: Students will participate in a short writing activity before reading Shakespeare’s Sonnet 130. After we read the poem, students will be asked to respond to the theme of the poem. (Academic Prompt)
7. Movie Maker Workshop: Students will receive detailed instructions on how to use Windows Movie Maker. They will learn how to place pictures and audio into their movie. (six facets rubric attached)
8. Peer Revision: During the proofreading phase of writing poetry, students will have an opportunity to peer revise their poetry. (rubric attached)
9. Self Reflection: Students will have an opportunity to reflect on their progress during the production of their movie and their understanding of the elements of poetry.
10. (Enrichment) Writing assignment: Students will be required to write an essay comparing the poem, “The Ballad of Birmingham” to a secondary source about the same topic.
Student Self-Assessment and Reflection
Students will be asked to complete the following self-assessment inventory before their movie projects is submitted.
Self-Assessment: Poetry
Poet: ______
Directions: Please complete the following inventory of your progress in our study of poetry. Please be honest with your answers. Your results will help you pinpoint what you need to focus on as you complete your movie project and study for your upcoming test.Section I.
Use the following scale to rate your understanding of the following.
0 = I do not understand this area at all.
1 = I have a little understanding in this area.
2 = I have a basic understanding of this area.
3 = I understand this area but I would like to know more.
4 = I understand this area very well and am comfortable discussing it.
5 = I consider myself very proficient in this area and could even teach this information to my classmates.
1. I can recognize and identify sound devices in poetry.
0 1 2 3 4 5
2. I can analyze a poem for meaning.
0 1 2 3 4 5
3. I can identify and discuss theme in poetry.
0 1 2 3 4 5
4. I can identify and define a sonnet.
0 1 2 3 4 5
5. I can identify and define a ballad.
0 1 2 3 4 5
6. I can identify and discuss the meaning of a simile, a metaphor, and personification.
0 1 2 3 4 5
7. I can identify and discuss allegories, hyperbole and idioms in poetry.
0 1 2 3 4 5
8. I can analyze a poem for its rhyme scheme.
0 1 2 3 4 5
Section II
Answer each of the following questions completely. You may give examples from any of the poetry we’ve studied in class.
1. Explain how your understanding of poetry has changed since beginning our study.
2. What poem have you most been able to identify with? Why?
3. Explain your thoughts on your movie making experience. What was the easiest part of the process for you? Why? What was the most difficult part of the process for you? Why?
4. When you show your classmates your movie, what is the most important thing you want them to know about your poem/movie?
Six Facet Rubric
Project Rubric: Memory Poem
Name: ______
Title: ______
4 / 3 / 2 / 1 / Points
Explain
/ The poet successfully proved an understanding of the elements of poetry. / The poet showed a basic understanding of the elements of poetry. / The poet expressed an incomplete understanding of the elements of poetry. / The poet demonstrated serious misconceptions of the elements of poetry.Interpret
/ The poet successfully interpreted the essential questions and project requirements. / The poet demonstrated a basic understanding of the essential questions and requirements. Minor errors in project format are evident. / The poet demonstrated a novice level understanding of essential questions and project requirements. / The poet did not use the essential questions as a guide. The project directions were not followed.Apply
/ The poet was able to proficiently merge Movie Maker and poetic creativity to produce a finished movie. / The poet demonstrated a basic understanding of Movie Maker and was able to create an adequate movie product. / The poet was generally proficient with Movie Maker, but major errors cause the finished project to be hard to follow. / The poet did have an understanding of Movie Maker.Perspective
/ Poet gives a unique point of view of the memory. Personal voice and style are very evident. / Poet relates a generally vague point of view. Although style and voice are evident, they are not strong. / Poet shows very little understanding of point of view, style and voice. / Poet’s point of view, style and voice are not evident in the poem.Empathy
/ The poet created a product that demonstrates sensitivity to others. / The poet’s tone is generally sensitive to others. / The poet’s tone is somewhat sensitive to others. / The poet demonstrates no regard for the sensitivity of others.Self-knowledge / Poet demonstrates self-awareness through tone. Poem is reflective. / Poet struggles with finding an introspective tone. Poem is somewhat reflective. / Poet rarely demonstrates a reflective tone. / The poem is void of insightful or reflective tone.
Elements of Poetry Quiz: Using this quiz, I will be able to assess who has been studying their notes as requested.
Elements of Poetry Quiz 1
Name: ______
Directions: Answer each question completely.
1. The three types of rhyme are 1. Approximate, 2. ______
and 3. ______.
2. In the poem "Sympathy", by Paul Laurence Dunbar, the bird sends a prayer for freedom up to Heaven. This is an example of what figure of speech? ______
3. ______is a poem that tells a story.
4. Poetry that has no rhyme and no beat is called ______.
5. ______poetry does not tell a story but expresses emotion.
6. A(n) ______is an ancient form of Japanese poetry that contains ______lines and 17 total syllables.
7. An author might use a(n) ______, or repetition, to emphasize the theme of the poem.
8. A(n) ______is a narrative poem about an historical figure or an historical event.
9. A six lined stanza is called a(n) ______.
* Read this poem and answer the following questions.
"Dreams" by Langston Hughes
Hold fast to dreams
For if dreams die
(3) Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
1. Write the rhyme scheme for this poem. ______
2. Line three of the poem contains what type of figure of speech?
3. a. In the second stanza, imagery is used. A) Write the line(s) of poetry from the second stanza that illustrates imagery. B) In what way do these lines reflect imagery?
A.)
B.)
4. What do you think this poem is about? (Write your answer in complete sentences.)
5. What words from the poem above show assonance. ______
The following quiz will be administered to assess the student’s ability to analyze a poem for content, structure and figures of speech.
Poetry
Directions: Read the following poem. Then, read and respond to the questions that follow.
“The Girl Who Loved the Sky”
Anita Endrezze
Outside the second-grade room,
the jacaranda tree blossomed
into purple lanterns, the papery petals
drifted, darkening the windows.
5 Inside, the room smelled like glue.
The desks were made of yellowed wood,
the tops littered with eraser rubbings,
rulers, and big fat pencils.
Colored chalk meant special days.
The walls were covered with precise
bright tulips and charts with shiny stars
by certain names. There, I learned
how to make butter by shaking a jar
until the pale cream clotted
15 into one sweet mass. There, I learned
that numbers were fractious beasts
with dens like dim zeros. And there,
I met a blind girl who thought the sky
tasted like cold metal when it rained
and whose eyes were always covered
with the bruised petals of her lids.
She loved the formless sky, defined
only by sounds, or the cool umbrellas
of clouds. On hot, still days
25 we listened to the sky falling
like chalk dust. We heard the noon
whistle of the pig-mash factory,
smelled the sourness of homebound men.
I had no father; she had no eyes;
we were best friends. The other girls
drew shaky hopscotch squares
on the dusty asphalt, talked about
pajama parties, weekend cookouts,
and parents who bought sleek-finned cars.
35 Alone, we sat in the canvas swings,
our shoes digging into the sand, then pushing,
until we flew high over their heads,
our hands streaked with red rust
from the chains that kept us safe.
I was born blind, she said, an act of nature.
Sure, I thought, like birds born
without wings, trees without roots.
I didn’t understand. The day she moved
I saw the world clearly; the sky
backed away from me like a departing father.
45 I sat under the jacaranda, catching