4+Assessment+and+Evaluation+Plans

=Assessment Plan:= Formative assessment will be conducted throughout the unit to check student learning and comprehension of the lessons. During the Introduction to Poetry mini-unit, the teacher will collect in-class work, quizzes, and poems that the students write to check for completion and the inclusion of literary elements as specified in each assignment. In this way, students will be held accountable for the work they are doing in the first two weeks. This will help ensure that students have a strong foundation both in their knowledge base and in the work they create before moving forward within the unit. The unit is broken into three additional mini-units, each focusing on a different poetic form paired with a common theme: Nature Haikus, War Free-form poems, and Love Sonnets. During each of these mini-units, teachers will frequently assess student learning to ensure that comprehension is occurring. This unit works because there is a system of built-in checks to make sure the students are keeping up with their work correctly. There is time for in-class assessment as the teacher circulates throughout the room to answer questions; assessment occurs outside of class when the teacher looks at the rough drafts of the students’ poems and other assignments that the students turn in. Each mini-unit has students analyze a sample poem written in that mini-unit’s form and then write a poem of their own in the same form. Each of these poems is turned in so that the teacher may verify the students’ understanding of the use and interpretation of each poetic form. If through these formative assessments the teacher realizes there are concepts that certain students or the whole class is struggling with, then she can remedy the situation with specific Overt Instruction addressing the issue. As an additional way of ensuring comprehension, students will take a second quiz during the War mini-unit to check for retention of everything that the unit has covered up to that point. At the end of the Unit, the final assessment will be an individual student portfolio, displaying all of the student’s work throughout the unit. The students will include all of the poems that they wrote throughout the unit, revising some to be included as finished work. This portfolio should show that the student understands the three forms of poetry and can create poems in each of the forms covered, plus other poetic forms.

=Evaluation Plan:= By collecting and revising assignments throughout the unit, both teachers and students will have many opportunities to check for comprehensive teaching and learning. The student will learn from teacher and peer feedback what can be done to improve her writing and analysis, while the teacher can see what concepts she needs to stress more heavily or differently to teach them effectively. At the end of the unit, the portfolios will be useful in reflecting on what the students have learned and what the teacher succeeded in teaching. The teacher will be able to look through the portfolios to see evidence that the students understand how to analyze and write poetry, and can make note of any lessons or concepts that were not grasped fully by the students. With this knowledge, the teacher can improve her lesson plans for this unit in the future, to insure that the lessons will be taught better the next time. At the end of this unit, student portfolios should show that students can write and understand Haiku, Free-form, and Sonnet poems. Students should display competence in following poetic form, structure, and characteristics in their original poems. By the end of this unit, students should have honed their close-reading abilities, helping them analyze all forms of literature in the future. = = = = =Syllabus:=

10th Grade English Nirvana High School

Poetry Unit

__**This Syllabus includes information that you need to know. Please keep this in your folder and use it as a reference throughout the unit.**__

Unit Description: For the next 9 weeks, we will be exploring the poetry genre. This will be an introduction to poetry, working with 3 major poetic forms. The purpose of this unit is to assist students in poetic analysis and interpretation and in using similar skills to understand Literature as a whole.

Final Portfolio: As a final assessment, each student will compile a comprehensive Personal Portfolio reflecting his/her work throughout the unit. This portfolio will consist of:
 * 1) Revised and finished samples of the following poems:
 * 2) Sonnet
 * 3) Haiku
 * 4) Free-form
 * 5) One Flex Poem (One additional poem of student's choice, in any of the 3 forms that we are learning)
 * 6) Revised version of any one of these poems:
 * 7) Mistranslation Poem
 * 8) Rap Poem
 * 9) Shape Poem
 * 10) Found Poem
 * 11) Student's choice of a favorite Published poem from class texts
 * 12) Rough drafts of ALL class writings and activities

Rubric:

'A' portfolio will include all the assigned poems in the correct poetic form. The student will be conscientious in including all in-class work in their portfolio. They will choose five of their poems to edit and revise to turn in a polished final draft. Each final draft will include all other drafts in the revision process so that teacher and student can observe the editing process. The student will show creativity in their poems, but also adhere to the form and function of the poetic structure. They will show an advanced understanding of the various poetic forms studied throughout the unit. There will be little to no grammatical or spelling errors.

'B' portfolio will include all of the poems assigned both in class and out. They will have all of their final drafts, but they may be missing some of their rough drafts. Most of their poems will show a strong command of poetic form, but may contain a few errors in structure. The student will demonstrate creativity and an understanding of the poetic form. There may be a few grammatical errors, and spelling mistakes.

'C' portfolio may not include all the assignments. Some final drafts and rough drafts may be missing. Most of the poems attempt the poetic forms but will contain several errors in structure. Student will show some degree of creativity and understanding of form. There will be several grammatical errors and spelling mistakes.

'D' portfolio will have many missing components. The student will have made little effort in revision. Student does not demonstrate a grasp poetic form or structure. Poems show little creativity and contains many grammatical and spelling errors.

**__CALENDAR__**:
__**Week 1 – Introduction**__

1. Introductory Lesson (Reading and listening to song & discussion) 2. Introductory Lesson (Brainstorming and sample poem) **//Assignment: 2-3 analysis sentences//** 3. Overview of Unit (With emphasis on assignments and the final portfolio) **//DUE: 2-3 analysis sentences//** 4. Reading Day (Independent reading & sharing of poems) **//Assignment: Think about a favorite poem for final portfolio//** 5. Lesson 2 (Elements of poetry) //**Assignment: Review notes**//

__**Week 2 – Introduction**__

1. Lesson 2 (Diagraming and Free verse form) //**Assignment: Study for quiz**// 2. Lesson 3 (Form: Sonnet and Madlib) //**QUIZ: Elements of poetry**// 3. Lesson 3 (Mistranslation activity) //**Assignment: Work on mistranslation poem**// 4. Lesson 3 (Writing day) //**DUE: Mistranslation poem (by the end of class)**// 5. Speech Poetry (Explanation and reading) //**Assignment: Listen to speech poetry and rap songs over the weekend for inspiration**//

__**Week 3 – Haiku and Nature Poetry**__ 1. Speech Poetry (Writing) **//Due: Speech Poem (by end of class)//** 2. Lesson 1 (Sensing Candy activity) **//Due: Candy essay (by end of class)//** 3. Lesson 2 (Nature Haiku) 4. Lesson 2 (Nature Haiku) //**Assignment: Find 3 items at home to write about Due: Nature Haiku**// 5. Lesson 3 (Creative Writing Assignment)

__**Week 4 – Haiku and Nature Poetry**__ 1. Lesson 4 (Literary Devices) //**Assignment: Finish device worksheet**// 2. Lesson 4 (Literary Devices) **//Due: Device worksheet//** 3. Lesson 5 (Personal Haikus) //Assignment: Work on personal Haikus// 4. Lesson 5 (Personal Haikus) Due: Personal Haiku collection 5. Workshop day (work on peer editing and revising poems)

1. Lesson 1 (Introduction to War Poetry and Review of previous material) 2. Lesson 1 (Shape Poetry; students create their own) //**Assignment: Shape poem**// 3. Lesson 2 (Study of Free Verse poetry; students will look at examples in anthology) //**Assignment: Short free verse poem**// 4. Lesson 3 (“An Irish Airman Foresees His Death” study and free write) 5. Lesson 3 (Work on turning free writes into poems) //**Assignment: Free Write Poem; Due: Shape Poem**//
 * __Week 5 – Free Form and War Poetry__**

1. Lesson 4 (discussion of the part protest plays in poetry in a historical context) //**Due: Free Write Poem**// 2. Lesson 5 (Introduction to song poetry; students listen and pick out songs) //**Assignment: Assigned songs**// 3. Lesson 5 (Study for Quiz; in class research of the songs) //**Assignment: Research songs**// 4. Lesson 5 (Students will take quiz; students will begin presentations) //**Due: Quiz, Song Presentations**// 5. Lesson 5 (presentation of songs in class; portfolio workshop) //**Due: Song Presentations**//
 * __Week 6 – Free Form and War Poetry__**

__**Week 7 – Sonnets and Love Poetry**__ 1. Lesson 1 (Petrarchan, Spenserian, Shakesperean form) 2. Lesson 2 (review sonnet form and color mark poem) //**Assignment: Finish colormarking and reading response for homework**// 3. Lesson 2 (discuss meaning and share findings with class) //**DUE:** **Colormarking and reading response**// 4. Lesson 3 (discuss language differences and paraphrasing) //**Assignment:** **Finish paraphrasing for homework**// 5. Lesson 3 (finish editing poem and share with class) //**DUE: Sonnet**//

__**Week 8 – Sonnets and Love Poetry**__ 1. Lesson 4 (model poem brainstorm) //**Assignment: Decide on love object**// 2. Lesson 4 (writing day, model poem) //**Assignment: finish model poem, bring visual aid of love object to present**// 3. Lesson 4 (present model love poems with visuals) //**DUE: final draft of model poem** **Assignment:** **Find a piece of writing from your culture for homework**// 4. Lesson 5 (share writings and begin finding words) //**Assignment:** **Bring cultural writing again**// 5. Lesson 5 (form found poem) //**DUE: Found poem with reasons on back**//

1. Conclusion of Unit 2. Group Style Editing of Student Poems 3. Reading Day: (Independent reading and group sharing) 4. Final revisions and polishing (independent editing) 5. Anticipation Guide and //**DUE:**// //**Final Portfolio**//
 * __Week 9 - Workshop__**