ASSESSMENT PLAN

COURSE: English 1 ENTRY-LEVEL ASSESSMENT

Quickwrite: Students will respond to the following prompt: What do you know about poetry? Which terms are you familiar with from our vocab. sheet? For the terms you do know, provide examples. What are your views on poetry? Do you like it or dislike it, why?

UNIT:Poetry

FORMATIVE ASSESSMENTS
Jeopardy Game: Quiz: TPCASTT Chart: Poetry Response: Jeopardy game to review all literary devices. Fill in the blank, matching, and short answers quiz on all literary devices. (vocab. sheet) (Metaphor, Symbolism) Students will complete a TPCASTT for Robert Frosts The Road Not Taken. (Imagery and Diction) Students will answer critical thinking questions for Gary Sotos Oranges.

SUMMATIVE ASSESSMENTS
Literary Response: Presentation: In class literary response essay to a chosen poem. Choose 5 poems/songs that incorporate literary devices. Identify lit. devices and explain what they mean. Analyze poem/song for theme. Discuss how use of lit. devices helps support the theme.

Quickwrite: Students will respond to a prompt to activate prior knowledge. They will write about any past experiences with poetry. They will be given a vocab. sheet with all the terms we will be learning. Students will identify any terms they are already familiar with, and try to provide some examples. Students will also write their thoughts and feelings about poetry. This will let me know how much students already know/dont know about poetry. Jeopardy Game: Students will participate in a jeopardy game. Students will be split into groups to compete against one another. This will serve as a progress-monitoring assessment. It will let me know how comfortable students are with the literary terms we have covered so far. In the game students will have to define terms, identify lit. devices and create some of their own.

Quiz: This will be a progress-monitoring quiz. The quiz will come at the end of learning all literary devices, before we move on to sound devices, rhyme scheme, sonnets, and deep poetry analysis. This quiz will aid in my lesson direction. Before moving on to more difficult concepts and deep analysis, I want to make sure students are comfortable with identifying and explaining literary devices. If they are not, I will spend more time on them before moving on. TPCASTT: To ease students into poetry analysis they will complete a TPCASTT chart. They will complete this to Frosts The Road Not Taken, focusing their analysis on symbolism and metaphor. TPCASTT: Title, Paraphrase, Connotation, Attitude, Shifts, Title, Theme. Poetry Response: To get students thinking about the connection of literary devices and diction, they will respond to questions for Gary Sotos Oranges; the focus will be on imagery and the way it adds to the theme and mood. Questions will be scaffolded so that it leads students to interpret and analyze how the images in the poem create a mood, and support the theme. This will come before the summative assessments, as they will be using skills practiced here for the two final assessments. Literary Response: Students will complete an in-class essay in response to a chosen poem. Students will be responsible for putting together all we have learned to create a well-developed essay. They will be responsible for identifying all literary devices that are present in the poem and why they are used. Students will need to do more than just identify devices at this point; they will need to discuss why and how they are used. They will need to speak about the theme of the poem. They will need to include a thesis which incorporates poets name, poem, literary devices, and theme. They will also need to discuss how the literary devices used support/add to/create the theme of the poem. Presentation: Students will work in groups for their presentation. They will need to create a presentation using PowerPoint or Prezi. Students will need to find a minimum of five poems or songs (must have at least 2 poems) which utilize the literary devices we have covered. Students will present the poems/songs to the class. They will identify the literary devices and explain what they mean. Students will also discuss the theme/message of the poem/song. Finally, students will explain how the literary devices support the theme and create a mood/tone.