Está en la página 1de 9

Course Assignment 1.

) Context I will be student teaching in a school that has grades 6-8 and is located in the southwest suburbs of Chicago. This school very closely resembles the demographic make-up for the entire district and is as follows: 72% White, 6% Black, 17% Hispanic, 2% Asian, and 3% other; a third of all students within the school are considered economically disadvantaged. Within my classroom there are 22 students; 20 are white and 2 are Hispanic.

This class is an advanced level course, however all advanced classes in this school are open to all students if requested by a parent or guardian, so these classes have the widest range of student ability within them. In this class 17 were placed in the advanced level by the school, and 5 were requested by parents. There are no students with special needs in this class.

2.) Unit of Study The class I teach in is a 6th grade advanced level English Language Arts and Reading course and the unit they are studying is on poetry; this four week unit is meant for both writing and reading. Because this course is labeled as advanced teachers are to use standards and objectives for two grade levels above the actual grade; in this case standards should be used for an 8th grade class.

During this unit the class will be reading a variety of poems, some including April Rain Song by Langston Hughes, No Thank You by Shel Silverstein, and Life Doesnt Frighten Me by Maya Angelou. Some of the enduring understandings of the students for this focus are to Ask questions to recognize meaning suggested by context clues, Reread and read ahead to find

context clues, Reread to recall and clarify for paraphrasing, Read aloud according to punctuation to clarify meaning.

The learning objectives being focused on for several lessons within this unit are from the Illinois State Standards and Blooms Taxonomy, shown in italics, are as follows: 1.) 2.A.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres. Remembering, Understanding, Application 2.) 1.A.3b Analyze the meaning of words and phrases in their context. Application, Analysis

3.) Assessment During Instruction Activity (with answers) 1.) Match the figurative language terms to their corresponding definition by writing the letter of the definition in the blank space next to the term ___ Simile (b) ___ Metaphor (d) ___ Personification (c) ___ Imagery (e) ___ Alliteration (a) a. Using the repetition of similar sounds at the beginning of words b. Comparing two unlike things using like or as c. Giving a nonliving object the characteristics of a living thing d. Comparing two unlike things without using like or as e. Using sensory details to describe a person, place, or thing

2.) Read the poem below and underline each example of figurative language you find, then in the space next to the line, write the type of figurative language. April Rain Song by Langston Hughes Let the rain kiss you (personification) Let the rain beat upon your head with silver liquid drops (personification, imagery) Let the rain sing you a lullaby (personification) The rain makes still pools on the sidewalk (imagery) The rain makes running pools in the gutter (imagery) The rain plays a little sleep song on our roof at night (personification, alliteration) And I love the rain.

3.) Read the poem below and then in the lines below, analyze the meaning/purpose of the final line. How does it affect the overall meaning AND tone of the poem. No Thank You by Shel Silverstein No I do not want a kitten, No cute, cuddly kitty-poo, No more long hair in my cornflakes, No more midnight meowing mews, No more scratchin', snarlin', spitters No more sofas clawed to shreds, No more smell of kitty litter, No more mousies in my bed. No, I will not take that kitten-I've had lice and I've had fleas, I've been scratched and sprayed and bitten, I've developed allergies. If you've got an ape, I'll take him, If you have a lion, that's fine, If you brought some walking bacon, Leave him, here, I'll treat him kind. I have room for mice and gerbils, I have beds for boars and bats, But please, please take away that kitten-Quick--'fore it becomes a cat. is kind of cute at that. (Answers will vary. Students should mention the shifts in meaning and tone and recognize that the speaker has now changed their perspective on kittens. Before, the speaker was very adamant that he did not want a cat, while he uses words that convey a light tone, e.g. kitty-poo, mousies, he tries to come off as serious, but then his tone changes when he realizes that he does think the kitten is actually cute. Students should mention at least some of the following terms: word choice, meaning, point of view, tone and show understanding of the meaning of the poem.)

Analysis of Items

1.) This item coincides with objective 2A.3a; students are to identify the types of figurative language. This item is meant to find the level of remembering and understanding of these terms which have been and will continue to be seen and used during this unit. The purpose of this item is to check for knowledge of the meanings of terms. 2.) This item also coincides with objective 2A.3a, however it is more of an application of the objective rather than just checking the knowledge of the topic. This item was chosen as a sort of extension of item #1, because while #1 checks for the knowledge of definitions, item #2 checks that students can actually apply their knowledge of the terms and not just memorize the meanings. 3.) This item corresponds to objective 1A.3b. Because this item asks for analysis it must allow for a more open-ended interpretation, which is very important when studying poetry. Answers are allowed to vary as long as they apply the components asked of in the questions and that have been taught within previous lessons. Assessment I believe this quiz will be a fair assessment because students will have had sufficient experience and time covering the content that is expected to be comprehended by the students. Items 1 and 2, which deal with remembering, understanding, and applying figurative language within poetry, will be used to evaluate whether or not students have grasped these skills and content enough to move onto skills which require higher levels of thinking. On the other hand, because item #3 has not been covered in as much depth, students will not be evaluated as to whether or not that have mastered the skill of analysis, but rather it will be used to decide where to continue the teaching of this skill. This quiz will prove to be reliable because I will use student feedback during the period in which we go over this quiz as a class to assess whether or

not any mistakes made were because of lack of knowledge or small errors. The quiz will show that it is valid because every question is aligned to the Illinois State Standard that is associated with the skill being evaluated.

4.) Explanation Procedure This activity would not be graded. The purpose of this quiz would be to check on how much the students have grasped of the content so that I could assess whether or not the class is ready to move on, if certain students are struggling, and if more time needs to be spent on some or all of the content. I would give it at the beginning of class and give students about 20 minutes to complete it individually, and then go over the answers as a class afterward (about 10-15 minutes). After students grade their own work, I will collect the quizzes so that I can record feedback needed for myself and the students. Students will get the quizzes back the following day to keep for their own records. I will have students I would tell students the previous day that they would be completing an activity to check their understanding of what we had gone over in this unit so far. I would clearly state to students that this quiz would not be graded so they would not need to study for it, which I think would provide a better display of students knowledge and understanding of what we have gone over and what needs to be explained more. Performance Criteria Students will be expected to get to get item #1 correct because it only requires that students remember the meanings of the terms and all of the terms will have been repeatedly covered within class. If students are struggling with this item I will teach more lessons on these terms because basic understanding of each of these terms will be crucial in order to move on and

begin using figurative language within their writing. However, rather than spend an entire day on learning terms, I would either conduct a series of mini-lessons on these terms, or incorporate them within other lessons. Because the next item requires a little more effort, as the students will now be applying some of the terms they have learned, I will be a little more lenient on whether or not they are expected to identify all that is asked of them. There are 8 examples of figurative language used within the poem shown, so I would want to see that students were able to identify at least examples. If 4 or fewer were found I would definitely spend more time focusing on application and have students look at several poems to identify uses of figurative language. This item would be a lot more important to me than item #1, because I think it is more important for students to be able to actually apply their knowledge rather than just memorize. However, if students were struggling on item #1, I would not expect them to succeed in this item either, so if that was the case I would work more on fixing item #1 first, then focus on this item. After students showed they could remember the terms I would assess them again on whether or not they could then apply the terms to decide if the problem was solved or if I still needed to do more work with this skill. Item #3 requires the highest level of blooms taxonomy within this quiz. The students will have already been made familiar with the particular poem being used so as to insure that any discrepancy within their answers was not due to misunderstandings they have with the poem. However, that being said, this will be the first time the students will be analyzing this poem in particular (they will have conducted some analysis on other pieces, just not this one yet). This item is meant to check on the students ability to analyze and use evidence within the context to do so. Because the purpose of this question is not on understanding or remember, that is also

why I will use a poem the students have already seen. This question allows for the widest range of answers. When going over these quizzes as a whole class, I will ask that students share their answers and I will record positive things they mentioned on the board for all students to see some of the points that were necessary to effectively analyze this piece. I will also make notes on students actual quizzes and return them as feedback. Rationale This quiz focuses on the bottom four tiers of Blooms taxonomy, remembering, understanding, applying, and analyzing. The students will be expected to answer the question dealing with remembering and understanding, since these are the lowest tier and thus requires the least amount of effort to complete. As the questions increase in tier and effort/skill, I will be more lenient with answers. I would also expect that my students be able to apply the terms at focus successfully, but I will not expect them to identify all of the components within item #2 since there are so many. If students are able to identify most, I will consider that to be a success. When going over the quiz as a class I will ask students if there are any examples which they did not identify initially still do not make sense to them, if so I will record this information and spend more time on the skill of application. Students will have had plenty of experience with these two terms during previous lessons, so if the class as a whole is successful on this quiz I will know that I am able to proceed onto the next portion of the unit, which deals with the higher levels of Blooms taxonomy. For item #3, rather than checking for whether or not I can move on from what has been taught, I will use feedback from this item to assess where to begin/continue teaching analysis. Students will have completed some analysis within previous units and grades, so this item will be used to simply assess the students abilities with this skill. The main thing I will be looking for is

that students are able to make a claim from the text. Based on previous writing and reading units I believe that students will have this skill. The next thing I will look for is if students use examples within the text to support this claim. The third thing I will look for is if the students writing is complex enough to incorporate the terms being studied within their analysis; this final portion will not be a requirement for students to fulfill, but if students show ability to do this task it will show that these particular students have an exceptional writing ability and will need to challenged more than others to further improve their writing. If I find that the class as a whole is ready to move on, but several students are not, I would spend one or two more days on this topic so that the class can strengthen their skills by reviewing what they know, while the struggling students can get more help. I would probably give these students a separate activity and work with them in a small group to make sure they do not get left behind. If the reverse happens and only a few students are prepared to move on, I would try to incorporate them into the teaching. I may divide students into several small groups which would be facilitated by the higher level students. Because I expect that students should show success in the skills required in items 1 and 2, if a lot of the students struggle with these answers I will also reevaluate myself and whether or not my lessons are effective. Overall, the goal of this quiz is to determine whether or not the class as a whole is ready to move from the basic skills of remembering, understanding, and applying onto high levels of thinking with analyzing, evaluating, and creating. Ideally, students will show enough success within the first two items to show that we can move on to more analysis, and eventually evaluation and creation. However, if students show that they are struggling in the first two items, more time will have to be spent on these skills before moving on. After more lessons at whichever level I decide to be necessary, I will conduct another assessment to continue to chek

on the effectiveness of my teaching and the progress of student achievement to deem whether or not students are prepared to move on.