Objective 1
The first 5 questions for objective one were set up as free-response to see if the students had truly understood the different characteristics of each type of poem. By having the students write the characteristics and not do a multiple choice test it takes out the opportunity for guessing and getting a question correct. For that reason all of my test questions are either highlighting, short response or identification types of questions. The essay question for the first objective is simiar to the previous section. For this question I wanted to leave it open so students could showcase their best work so they are allowed to choose the two types of poetry they will be describing. As they create a scenario and have to support it the students are truly showing if they have comprehended the information. It is a higher-level of thinking to create a scenario and defend it than to make a list. Essay questions can be a more effective was of assessment for teachers because it is easier to set up questions that use high-level thinking.
Objective 2
The questions for objective 2 are similar to a matching question section and a complete the blank question section. I do not provide the answers for the students. This is intentional because in a regular poetry unit the types of poetry being taught will have been repeated every day. I would want to make sure students were well versed and could identify types of poetry without having the words. To truly identify the type of poetry being used they need to recognize it off the top of their head. This section contains 8 examples of poetry. If 5 types of poetry are being taught in the unit this means that 3 types of poetry will be used twice and 2 will only be tested once. By doing this it helps to make sure students can't use process of elimination. The essay question is simple and requires students to identify the same poetry and explain the characteristics that led them to choosing that type of poetry. The benefit to that question is the student must do two things: identify the type of poetry and and the characteristics that identify each type. For a teacher that could mean two objectives being graded within the same test questions.
Objective 3
The first 4 questions for objective 3 require students to highlight and identify the types of figurative language being used. This is an application of the poetry not used in other questions such as multiple choice questions. Students are asked to read actual poetry and find the figurative language within the context of the poem. If taught or assessed alone types of figurative language can be seen differently than how they are meant to be used. It requires more thinking and understanding of how figurative language is used within poetry when students are asked to identify it within poems. The essay question is not ideal for this objective because students are not finding the figurative language within the poetry. Instead they would need to write each type. I would also ask for students to create an example of each type. The grading would be more complicated with the essay section because coming up with an example is not 'identifying' but 'creating'. That would be a different objective and can not be the basis for mastery of identifying types of figurative language.
Monday, January 30, 2012
Monday, January 23, 2012
Poetry Unit Objectives
The unit of study I am creating is a poetry unit designed for 5th graders. They will be asked to identify characteristics of poetry, types of poetry and types of figurative language within poetry.
Objective 1:
Students will be able to write three characteristics of each type of poem taught (haiku, limerick, acrostic, quatrain and free-verse).
For each of the poem types listed below please write 3 identifying characteristics.
1) Haiku
-_____________________________________________________________________________
-_____________________________________________________________________________
-_____________________________________________________________________________
2) Limerick
-_____________________________________________________________________________
-_____________________________________________________________________________
-_____________________________________________________________________________
3) Acrostic
-_____________________________________________________________________________
-_____________________________________________________________________________
-_____________________________________________________________________________
4) Quatrain
-_____________________________________________________________________________
-_____________________________________________________________________________
-_____________________________________________________________________________
5) Free-Verse
-_____________________________________________________________________________
-_____________________________________________________________________________
-_____________________________________________________________________________
Essay Question:
Choose 2 types of poetry from the following options: haiku, limerick, acrostic, quatrain, & free-verse. Imagine you are reading those types of poems. Write one paragraph for each type of poem you choose describing what you would be looking for to determine it was that type of poem. Make sure to include at least 3 identifying characteristics for each poetry type.
Objective 2:
Given 8 poetry samples, students will be able to identify different types of poetry by labeling each poem by type.
Read the poems below. Please identify each type of poem. Write your answer on the line to the right of the poem. You will use some types of poetry more than one time.
1) Snowflakes dance outside
Resting on the window ledge ____________________
All is silent now
2) There was a Young Lady whose chin
Resembled the point of a pin:
So she had it made sharp, ____________________
And purchased a harp,
And played several tunes with her chin.
So she had it made sharp, ____________________
And purchased a harp,
And played several tunes with her chin.
3) The Moon
comes up ____________________
like the Sun.
The Sun is
different
because it
is lighter.
The Moon
is like the
cold getting
dark.
It is so stunning.
comes up ____________________
like the Sun.
The Sun is
different
because it
is lighter.
The Moon
is like the
cold getting
dark.
It is so stunning.
4)
___________________________
___________________________
5) Hockey is my favorite sport
On the ice or street
Cool and fun
Keep on playing ____________________________
Exercise and stronger
You should try
On the ice or street
Cool and fun
Keep on playing ____________________________
Exercise and stronger
You should try
6) The sense of danger must not disappear:
The way is certainly both short and steep,
However gradual it looks from here; ________________________
Look if you like, but you will have to leap.
The way is certainly both short and steep,
However gradual it looks from here; ________________________
Look if you like, but you will have to leap.
- From W.H. Auden's "Leap Before You Look"
7) I like to rhyme to pass my days
It helps my brain in many ways
It makes my brain work even faster ________________________
So I will be the rhyming master
It helps my brain in many ways
It makes my brain work even faster ________________________
So I will be the rhyming master
8) There was a young man from Dealing
Who caught the bus for Ealing.
It said on the door ______________________________________
Don't spit on the floor
So he jumped up and spat on the ceiling
Essay Question:
In the space provided below please identify each type of poetry and explain what key
characteristics helped you to know what type of poetry it was.
Objective 3:
Given two poems, students will be able to underline and label 3 different types of figurative language.
Read the two poems below. Underline 2 different types of figurative language in each poem. Then draw a line to the margin and label each example.
1-2)
Where the Sidewalk Ends by Shel Silverstein
There is a place where the sidewalk ends
And before the street begins,
And there the grass grows soft and white,
And there the sun burns crimson bright,
And there the moon-bird rests from his flight
To cool in the peppermint wind.
Let us leave this place where the smoke blows black
And the dark street winds and bends.
Past the pits where the asphalt flowers grow
We shall walk with a walk that is measured and slow,
And watch where the chalk-white arrows go
To the place where the sidewalk ends.
Yes we'll walk with a walk that is measured and slow,
And we'll go where the chalk-white arrows go,
For the children, they mark, and the children, they know
The place where the sidewalk ends.
And before the street begins,
And there the grass grows soft and white,
And there the sun burns crimson bright,
And there the moon-bird rests from his flight
To cool in the peppermint wind.
Let us leave this place where the smoke blows black
And the dark street winds and bends.
Past the pits where the asphalt flowers grow
We shall walk with a walk that is measured and slow,
And watch where the chalk-white arrows go
To the place where the sidewalk ends.
Yes we'll walk with a walk that is measured and slow,
And we'll go where the chalk-white arrows go,
For the children, they mark, and the children, they know
The place where the sidewalk ends.
3-4)
Tahquamenon Falls
Water rushing,
gushing,
pushing
past the limits of the edge.
Water barrels off the ledge,
whipping up the bottom sludge,
makes the water look like fudge,
growling with a freight train's roar,
wildly rushes out some more.
Water rushing,
gushing,
pushing
past the limits of the edge.
Water barrels off the ledge,
whipping up the bottom sludge,
makes the water look like fudge,
growling with a freight train's roar,
wildly rushes out some more.
You could harness all the power
as it flashes hour by hour
and will never, ever stop,
thickly loaded from the top.
Water flowing, swiftly whooshing,
always whisking, always pushing
to the river down below,
always rushing, never slow,
till it falls right past the islands,
gives it just another try and
with a mild and calming quiver,
it becomes a simple river.
It's amazing if you spy it;
all that noise and then the
Quiet.
as it flashes hour by hour
and will never, ever stop,
thickly loaded from the top.
Water flowing, swiftly whooshing,
always whisking, always pushing
to the river down below,
always rushing, never slow,
till it falls right past the islands,
gives it just another try and
with a mild and calming quiver,
it becomes a simple river.
It's amazing if you spy it;
all that noise and then the
Quiet.
by Denise Rodgers
Essay Question:
Please name and describe 3 types of figurative language. You should include a definition and example for each type of figurative language.
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