Grade Level(s) 11th

Course Name or Content Area English

1. Attach these items

____Lesson plans
____Pre and post assessments (if using the same assessment, make a notation of that)
____Table or chart that shows evidence of student learning

2. In the below template, write responses to the prompts. Imagine your audience is a school administrator who is not an expert in
your content area. Be explicit, but concise. Address all required components of each section.

Student Profile/ Students in this class are eleventh graders, there are seventeen kids in the class. In this class about seven students have an
Demographics IEP. These IEP’s include one-on-one help and further discussion after directions are given in class and necessary check-ins
throughout the period to make sure that the student understands what the task is, or what the assignment entails. These
students also benefit from having the directions both in front of them and orally repeated, which is why individual check-ins
are necessary for student understanding.

Learning Content 11-12R4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
& Standards meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple
InTASC 7(a) meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL)
CAEP 1.4 11-12W4: Create a poem, story, play, art work, or other response to a text, author, theme or personal experience;
demonstrate knowledge and understanding of a variety of techniques and genres.

Student Learning Students will be able to create a “Where I’m From” poem that includes the application of three literary elements: tone,
Objective repetition, and aphorism.

Inclusiveness + How are you providing multiple means of (1) representation, (2) action and expression, and (3) engagement?
Lesson Plan
InTASC 2(b) (1) Representation is provided on all PowerPoint slides, which are shared with students after class, so that definitions and
CAEP 1.4 terms could be used and referred to if a student was confused about a concept. Students were able to read along on the
board and listen orally while poems were read to the class. Students were also able to collaborate with peers in order
think of things they wanted to include in their poem. (2) Students were asked to write poems about where they come
from. This allowed them to creatively reflect on moments of how they grew up, phrases they heard, and memories they
have regarding their childhood. Each student was encouraged to write with a specific format, yet the content of what
exactly they wanted to include in the poem was up to them. (3) The lessons engaged students in reading a “Where I’m

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 From” poem by the author. They were also shown sample “Where I’m From” poems from other students across the U.S.
In the PowerPoint slides, I provided students with an online catalog of poems written by middle to high school students
in the U.S. who wrote similar poems for their own classes. This allowed students to engage with the text in more than one
way. I also allowed students to discuss with their peers parts of the poems that they saw the three literary terms we
discussed in the class. By engaging with each text in a different way, through listening, collaborating, and analyzing,
students were able to interact and engage with the text, which allowed them to brainstorm ideas of what they wanted to
include for their own poems.

Overview of What pre-assessment will you use to determine what students already know and are able to do?
Assessments
Students answered a half-sheet “Do Now” quiz, that asked students to provide definitions to the literary elements, tone,
repetition, and aphorism.

What post-assessment will you use to determine what students know and are able to do as a result of your teaching?

In the post-assessment, I asked students to write a “Where I’m From” poem including specific guidelines. Students were
asked to have three literary terms, tone, repetition, and aphorism within their poems, to show that they not only understood
the concept, but could also implement it within their own work.

Rationale: Describe clearly how the theory/research supports your selection of this learning objective. Describe the reasoning behind
Research & the choices regarding the learning objective, lesson content, and assessments, and how they will be used together to
Theory prepare students for future growth and development.
InTASC 7(k)
CAEP 1.2 This was the first day after a lengthy unit in research, where students were asked to switch gears and think of ways in which
identity explains and shapes who they are and maybe who they want to become. This was a unit set up previously by my
mentor teacher, yet she allowed me to have some free reign with designing it. I wanted my students to know that I was
thinking of them as whole people (Shalaby 2017). While I did have them complete student surveys it was important to me
that I saw what they could do in terms of English writing, and what better way to incorporate writing and identity, than a
“Where I’m From” poem. I had completed these within many education courses and in high school. This relates to my
learning objective because while I wanted to see how the students could define and use these literary elements, I also wanted
to see how they would apply them when asked to do so in their own writing. Jim Burke (2013), states, “Writing is a craft
people can learn and even master no matter where they begin…All writing is personal, an extension of ourselves, a record of
the process by which we create ourselves, discover new ideas, it is a performance of ourselves” (p. 65). From this concept, I
thought it would be necessary to have the students write about where they come from through poetry. They had a couple
guidelines and basics to see that their poems matched the formats, yet it was an original piece where students were able to
reflect on their friends, family, home lives, etc. The final products were something I intended the students to be proud of

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 since it was a poem about them, and created for the purpose of me seeing into their own lives.

Analysis of What did you learn about the starting level of students’ knowledge based on your pre-assessment?
Baseline Data
From Pretest From this starting level of the pre-test, I learned that two students were at the approaching standard of knowing the
CAEP 1.2 definition repetition. This shows me that most of the students understood repetition’s purpose in a piece of text. That said,
students continuously confused the concept of tone and mood, so it was clear that while some students thought they knew
the definition of tone, many did not. I spent two days working on the definition of tone for the students because while I did
review the concept on the first lesson, after reviewing the pre-assessment, I believed that the students might have needed
some more explanation and examples of tone in order to really engage with the concept and then be able to create it within
their own poetry. It was clear that after this first lesson, that aphorism was a term that many students had not heard of
before. So, this was a term that needed to be defined and provided numerous examples. I had allotted time for the definition
of aphorism to be described with examples, yet I did not return back to the concept on the second day, like I had with the
concept of tone.

Analysis of Based on the results from your pre- and

Student Learning post-assessments, analyze what
InTASC 6(l) students know and are able to do as
CAEP 1.2
a result of your teaching:

1. Provide a graphic (table or chart)

that summarizes student learning for
your whole class.

2. Use the data shown in the graphic to

analyze the patterns of learning for
the whole class/group and differences
for sub-groups or individual learners.
Consider what students understand and
do well, and where they continue to
struggle (e.g., common errors,
confusions, need for greater challenge).

All seventeen students understood the concept of repetition and used it within their poem. When analyzing the concept of

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 tone within the student’s work, 88% of students used tone within their poem. There were two students who were at the
unmet and approaching level for the use of tone in their poems. Students who met expectations and used aphorism in their
poem were about 24%, while students who were at the approaching expectation were at about 35%. Students that did not
meet the expectation of the literary element aphorism, were about 40%. These students who were at the unmet expectation
did not use aphorism in their poem at all. This is a little less than half of the class that did not meet this expectation. For
students who were at the approaching expectation, it is clear through their poem that they misunderstood the definition of
aphorism or did not include a specific enough example for the reader to understand that a phrase was an aphorism.
Specifically, student 3 misunderstood the concept of tone and aphorism within their poem. It is clear that they missed the
first initial day, since there is no record of their pre-assessment. Since this, I thought that I had checked in with this student
individually to make sure that they understood the content, yet I might have missed this opportunity, which in return did not
help this student succeed in the learning objective.

It is also clear that students continued to struggle with the concept of aphorism. When 35% of students are at the
approaching level, this shows me that students attempted to incorporate aphorism within their poem, yet struggled with
understanding the concept. Since 100% of students met the expectation of repetition within the poem, it is clear that this
might not have been as challenging of a concept for the students. Many of the students included the phrase “I’m from” in
their poems, which was acceptable, yet few used other forms of repetition within the poem and it was not specifically stated
that the students use an additional form of repetition. I accepted the “I’m from” phrase as a form of repetition and this might
not have challenged the students enough in engaging with the use of repetition in their poetry. I also noticed that 24% of
students met all three literary terms in their poem, which shows me that there were fewer students that met the overall goal
of achieving the ability to incorporate all three literary examples into their poem. While 88% of students were able to meet
the expectation of tone within their poem, this means there is still work to be done for the students who have not succeeded
in this assignment. This was a concept that was taught over the course of two days and clearly benefited the students since
they were able to incorporate tone more effectively within their poem based on this data. That said, there were students who
will continue to struggle with the concept and it will be my job to make sure those individuals receive guidance that meets
their personal struggles in the learning process.

Next Steps Based Based on your analysis of student learning, describe immediate next steps for instruction. How would you differentiate
on Analysis and modify instruction based on your data? These can be hypothetical, if your placement has ended.
InTASC 9(h)
CAEP 1.4 Immediate next steps of student learning would be to review the concepts of all three literary terms. This would be
completed by having the students find literary elements in another kind of free-verse poem. The students would work in
pairs and I would have them answer questions relating to the concepts of repetition, tone, and aphorism. I would want the
students to review the meaning and use of these elements and consider why the author would incorporate these into a poem.
What is the purpose of this and why? Since many students were able to understand the concept of incorporating tone within
their poem, I would still want them to practice understanding how to identify tone within another piece of literary text. This
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 was reviewed when I adjusted my lesson plan because I noticed many students did not understand tone as I was initially
assuming they would understand. 50% of students did not understand the concept of tone in the pre-assessment, and it is
clear that most students were able to incorporate tone within the post-assessment. I would also want to discuss with students
the concept of aphorism. Since many students were at the approaching level of understanding aphorism, I would want to
explain to students why some examples of aphorism work and why others do not. Many students struggled with
understanding how to incorporate aphorism within their poem, and maybe it is because they have not had enough exposure
of it within the literature that they read. By having students identify aphorism within another form of poetry, they will be
able to recognize the different ways that it can be included in their own poetry or in future work that they write.

If I were to change the expectations of this assignment, I would want to challenge the students in the idea of incorporating
another form of repetition within their poems, besides the phrase “I’m From”. Some students did attempt this within their
poem, yet many did not. I think this would be a great challenge for some students because they would have to think about
what the purpose of repeating a phrase, word, or idea would be for their poem.

What more would you do to support students # 3 and #10 who, from the data, struggled most with learning your SLO?

Reflection on Based on this student learning data, what changes would you make to your teaching and/or assessments the next time you
student learning teach this same learning objective?
InTASC 9(g)
CAEP1.2 Based on the students’ learning and data, it is clear that students struggled with the concept of tone, which I was able to
incorporate into the next teaching day for this learning segment. Since I was able to incorporate this into an additional
learning day, the data shows that the students were able to understand this concept more fully. For aphorism, I did not do
this, even though it was clear that the students did not meet this learning objective, I thought that I had covered the content
enough in the first day’s lesson for the students to understand how to implement it within their poem. I would make sure
that on that second day of learning I would continue to go over tone more in depth as well as aphorism by showing students
multiple examples of how these two elements can be used within a poem.

If I could complete this lesson again, I would want to spend more time focusing on poetry in general. I feel like this was a
taste of poetry and it was only a brief couple of days in which the concept of poetry was studied. I think that by spending
more time on literary elements, students would have performed better on some aspects of this assignment. If I were to
complete this learning objective again, I would also consider using other forms of poetry, like free-verse poems rather than
the “Where I’m From” format, this would then require more time on poetry but also more freedom of expression by the
students.

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Use of data to Based on this student learning data, in what areas would you like to grow/challenge yourself as a teacher overall?
reflect on
teaching I think that I need to have higher expectations of what my students are capable of. For example, I was blown away with some
effectiveness of the students work and what they were able to achieve through these poems, yet I am unsure if what they accomplished was
InTASC 9(c) due to what I taught them or if it was due to their own personal talents and interest in the assignment. I struggle with
CAEP 1.2 wanting every assignment to be an interesting assignment for the students. I feel that it is important for me to seek out
students’ personal connections to a topic in order for them to grow and apply what they learn in class to larger concepts and
ideas in their own lives. I think this is a challenge that many teachers face, yet it is also important that I continue to see my
students as people with thoughts, problems and ideas that are valid and important to them and by allowing students space to
show their interests to the class, I will forever have to change what I teach my students to keep things interesting and
engaging for their overall understanding.