Grade
4
Subject
Language Arts: Poetry Writing
Purpose:
The purpose of this Poetry writing project is to
develop an assessment plan, as I bring this course to an end I first need to
take my journey a step further having knowledge how to organize, reliable
method of teaching, learning and assessment plans for field of early education.
In my reading and through our assignment it is important to have a strong
objective and learning outcomes are also important for this assessment plan. My
intention is to demonstrate to my students reading poems or any literature can
be fun. After reading some of Shel
Silversteim pomes I began to think of activities and ways to introduce poetry
writing to my struggling fourth grade language arts class. In addition, the
purpose of my assessment plan will function as a guide for me during my
teaching career as it allows me to stay on track, the sole purpose is to
remember what was taught in this course that “instructional objectives should
be a clear and concise statement of skill or skills that your students will be
expected to perform after a unit of instruction” (Kubiszyn & Borich,
pg.110, 2010). Let’s see where our
poetry writing journey will take us. My 4th grade Language Arts class will be
expected to write poetry and define the terms.
Learning
Objective:
The skills that I wanted my students to focus on are
the writing activities and journal writing. I will be grading on creativity,
neatness. Student and parents will receive a rubric assessment for this unit,
that would assess the student’s proficiency after completing the three week
poetry writing unit and activities and their journal writing exercises; and a
Journal Checklist that would be used for following the guidelines to assess the
content knowledge they learned.
Learning
Outcomes:
We will spend time learning to analyze, reading the
biography of Shel Silverstein as well as memorize a poem, individually recite a
poem, recite poetry together as a class, improve their pronunciation skills.
Assessment
Context:
In the assessment context the students and I will
use this time to be creative, I believe teaching and modeling what the students
are learning, if the teacher follows the steps to writing poetry the students
will follow the steps as well. The students will have to be, good listeners in
order to follow instructions for their final presentation at the end of this
session. During this unit week’s student will be assessed, by multiple choice
questions, oral exam, journal writing skills, short answer and essay
questions.
The following Journal Checklist will be used to
assess the content of this assignment:
Does the
journal:
1. Demonstrate the acquisition of key skills?
2. Include tips and discussion notes?
3. Include original poetry?
4. Include activities and pre writing exercises?
Holistic Rubric:
While creating the holistic rubric for this
assignment my “students are required to have knowledge and remember testing
items such as apply what they have learned, analyze, created, fine and
identify” (Kubiszyn & Borich, pg.118, 2010
Grading
Percentage
Percent
Oral Discussions
10%
Paper Pencil Test
25%
Creative Writing
25%
Project
40%
Total:
100%
Rubrics
Below are the test items and scoring rubric, the
rubrics are used to assess students’ proficiency with poetry writing
activities. Students will be evaluated on whether they are improving or whether
they may need additional instructional help or support from the teacher or
support team.
Scoring
5 Proficient A high degree of competence.
4 Capable An above average degree of
competence.
3 Satisfactory A satisfactory degree of
competence.
2 Emerging A limited degree of
competence.
1 Beginning No Key elements are adequately
developed.
Testing
Constraints:
The amount of time given is 60 minutes totally for
completing a performance test. Student were
given materials four sheets of school lined paper stapled together alone
with two number pencils. Verbal and written instruction about completing their
essay paper were to be at least one page writing about the author and
instructions on how to answer and define vocabulary words. Students were instructed
to do their best but to circle any question they were unsure of and return back
to before the testing session ended. Remain seated and sit quietly until all
tests have been completed and turned in. All students will have knowledge of
the scoring criteria that is inserted into their testing materials; the
scorning system is consistent and fair. There is one proctor assigned to class
during testing sessions students may not ask her help in reading materials. The
second testing session students will be assigned to a computer and given one
hour to create a power point presentation to demonstrate prior knowledge what
they have learned, for this is a very weighted score. By now parents and
students should know the standards by which I will score their project and
assessment. Information used from (Kubiszyn & Borich, pg.201, 202).
References:
Kubiszyn, T. & Borich, G. (2010). Educational
testing & measurement: Classroom application and practice (9th ed.). John
Wiley & Sons, Inc., Hoboken, NJ.
http://famouspoetsandpoems.com/poets/shel_silverstein/poems/14833
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