Students will be asked to read a poem (teacher may choose to use one poem for the entire class or use different poems for each student- the length of the assessment will be determined by the poem being analyzed) and then notice and evaluate the impact of author’s choices in poetic device use and sentence structure on the reader. They will then put together a brief but detailed presentation evaluating the author’s uses, and in the end, rate the text.
Students can create the final presentation in any appropriate way, including, but not limited to: Canva, Google Slides, PowerPoint (or another slideshow tool), or paper and colored pens/pencils/ markers. Students can present in person or via recording.
This assessment should be given after students have had instruction on poetic devices (such as imagery, repetition, personification, alliteration, onomatopoeia) as well as sentence structure and punctuation choices (such as simple sentences, complex sentences, commas, semicolons, colons) and how those impact readers. It will also be helpful to have learned and practiced presentation and discussion behaviors prior to this assessment.
Students will be asked to read a poem (teacher may choose to use one poem for the entire class or use different poems for each student- the length of the assessment will be determined by the poem being analyzed) and then notice and evaluate the impact of author’s choices in poetic device use and sentence structure on the reader. They will then put together a brief but detailed presentation evaluating the author’s uses, and in the end, rate the text.
Students can create the final presentation in any appropriate way, including, but not limited to: Canva, Google Slides, PowerPoint (or another slideshow tool), or paper and colored pens/pencils/ markers. Students can present in person or via recording.
This assessment should be given after students have had instruction on poetic devices (such as imagery, repetition, personification, alliteration, onomatopoeia) as well as sentence structure and punctuation choices (such as simple sentences, complex sentences, commas, semicolons, colons) and how those impact readers. It will also be helpful to have learned and practiced presentation and discussion behaviors prior to this assessment.
| Big Ideas | Competencies |
|---|---|
A. Reading LiteratureStudents can read with purpose, understand and analyze evidence in literature to construct meaning in increasingly complex texts. |
A2Students can analyze how the author’s creative choices (e.g., sentence structures, order of events, word choice, point of view, etc.) impact the text. A3Students can read and comprehend a range of grade-appropriate complex texts. |
D. Speaking and ListeningStudents can listen effectively, present information appropriately given the situation, and collaborate with peers. |
D1Students can present information visually and verbally in a clear, concise, and logical way so that listeners can follow the line of reasoning. |
F. Style and LanguageStudents can build vocabulary knowledge and apply conventions of grammar and usage specific to the context. |
F1Students can use grade-level appropriate writing conventions of grammar and usage when writing and speaking. |
Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Focus and Organization |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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Style and Conventions |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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