Student Name: Kristina Karlsson (214168072)

Unit No.: ETP401 Assessment: Ways of Knowing Learners

Tutorial Time: Tuesday 1:00pm
Tutor: Margaret Stone
Assessment Number Two: Designing Assessment for Learning
Part B Reflecting on your assessment design
Due Date: 23 June 2017
1. Introduction: Learning and Teaching Context

An assessment strategy was developed for a poetry unit, focusing on alliteration and
syllables, over four 50-minute lessons (Appendix 1: Lesson Plans). The class was Level 5/6,
with mixed-ability in literacy, including several EAL students, and a student with mild
dyslexia. The learning intentions/objectives/outcomes are based on Victorian Curriculum
standards for Level 5/6 English. That is, students use poetic tools such as
alliteration/syllables/rhythm to make their writing interesting; and affect meaning, purpose,
intention, feeling and opinion; and they understand the relationship between words and
language patterns in poetry. In addition, the mentor teacher requested simpler/more
specific learning intentions or success criteria to communicate expectations to students
(Appendix 1: Lesson Plans). These include: listening to/reading alliteration poems for
detection/inspiration/style/format; identifying syllables in words by clapping; understanding
syllables give rap poetry musical structure; and writing an alliteration/cinquain/rap poem.
Throughout the unit, students were encouraged to choose their own themes, and
personalise their work. Students were prompted through discussion, which showed support
and interest in their learning, to connect their writing to something they cared about
(Tomlinson & Moon 2013, p. 25). This formed part of my assessment and teaching stance.
Students who write about themselves, or their interests, do not require prior knowledge to
start, therefore, find the task more manageable and engaging (Fried 2001, p. 143).

The aim of all change in education is to improve learning, and all assessment should benefit
learning and raise standards (Harlen 2010, p. 29). The assessment strategy used contains a
range of diagnostic, formative and summative for this purpose. The summative assessment
is a class poetry book, displayed in the school library, for the whole community. This
strategy falls in-line with the assessment culture of the school, as they encourage strong
parental involvement and celebrate student success (Appendix 4: Assessment Policy). The
schools existing self-assessment system was used for diagnostic testing (Appendix 7), as it is
already familiar to students, and therefore highly accurate. Formative assessment included
whole-class/individual questioning; work samples; and oral presentations, with a peer- and
self- assessment component (Appendix 8). Fletcher (2007) supports the use of a variety of
classroom assessments, as each have a role to play in improving teaching and learning.
These should form part of a total, balanced and blended assessment system to give a clearer
and more complete picture of individual learning (cited in Shute & Becker 2010, p. 9).

2. Assessment Design and Development

The summative assessment task was communicated to students at the beginning of the unit.
Starting with the project, and weaving it through the lessons, meant students explored and
learned in more meaningful ways (Tchrs Voice 2017). It gave them a goal to work towards,
that is, producing a good-standard poetry piece for inclusion in a publicly-displayed class
poetry book. Fried claims that generally, students are thrilled to see their poems in print
(2001, p. 144), which instantly engaged them in learning. I set the tone of the unit by
claiming how much I loved poetry and why - that they could play, have fun, write about
themselves and their interests (Fried 2011, p. 155). Support materials used were
PowerPoint files presented each lesson (Appendix 2). These contained verses, texts,
formulas, structures, hyperlinks, and visible examples of what good work looks like (Earl
2013, p. 111). It included a goal, and success criteria, and students assigned themselves a
number rating for their skill-level at the beginning and end of each lesson (Appendix 7). The
unit was formally assessed through a marking rubric teacher-use only (Appendix 2 and 5),
and feedback was given to students through an informal student feedback form (Appendix
2 and 5).

Table 1: Summary of Assessment Task and Criteria.

Aspect of Assessment Rationale/Description: A class poetry book containing
completed work/s from each student over the course of four
Task: Summative
50-minute lessons. Students could include between 1 and 3
Assessment Class poems from the three styles of poetry, that is Alliteration,
Cinquain and Rap. The completed poems demonstrated
Poetry Book
student understanding of at least one or more areas of poetry
covered throughout the lesson sequence. Choosing themes
and styles allowed for students particular interests, and for
differentiation. Students could show they had met the
learning intentions/objectives/outcomes of using poetic tools
such as alliteration, syllables and rhythm to make a text more
interesting for the reader. They created texts that affect
meaning, purpose, intention, feeling and opinion using these
tools. Finally, students could confirm they understood the
 relationship between using words and language patterns in
poetry through their final work.

Assessment Task Class Poetry Book

Type of Assessment Summative Assessment poems written by students, book
compiled by teacher, containing 1-3 completed poems from
each student.

When will assessment Assessment took place throughout Lessons 2, 3 and 4, as

students wrote their poems. Students were given an
take place?
additional 50-minute lesson in a literacy block to complete
good copies of their work for submission.

Links to Curriculum VICTORIAN CURRICULUM LEVEL 6

Reading and Viewing
Language
Text structure and organisation
Understand how authors often innovate on text structures
and play with language features to achieve particular
aesthetic, humorous and persuasive purposes and effects
(VCELA339)
exploring a range of everyday, community, literary and
informative texts discussing elements of text structure
and language features and comparing the overall
structure and effect of authors choices in two or more
texts
examining different works by an author who
specialises in humour or pathos to identify strategies
such as exaggeration and character embarrassment to
amuse and to offer insights into characters feelings, so
building empathy with their points of view and
concern for their welfare
Literature
Examining literature
Identify the relationship between words, sounds, imagery and
language patterns in narratives and poetry such as ballads,
limericks and free verse (VCELT344)
identifying how language choice and imagery build
emotional connection and engagement with the story
or theme
describing how a characters experience expressed
through a verse novel impacts on students personally,
how the author controls the revelation of the
experiences and how the verse story builds meaning to
its climax when we understand the whole
 Writing
Language
Expressing and developing ideas
Investigate how vocabulary choices, including evaluative
language can express shades of meaning, feeling and opinion
(VCELA352)
identifying (for example from reviews) the ways in
which evaluative language is used to assess the
qualities of the various aspects of the work in question

LEARNING INTENTIONS/OBJECTIVES/OUTCOMES
Understand how to grab reader/audience attention
using poetic tools such as alliteration/syllables/rhythm
to make the text more interesting, and to understand
why authors/writers use these techniques.
Understand the relationship between words and
language patterns in verse, poetry, lyrics and jingles.
Understand how these tools can affect meaning,
purpose, intention, feeling and opinion, and use these
tools to create interesting and meaningful texts.

Assessment Criteria Learning was assessed through the marking rubric teacher-
use only (Appendix 2), and was based on class-work and final
poems submitted. The marking rubric links to the lesson
sequence and goals (Appendix 1), and uses the number-rating
school self-assessment system (Appendix 7) to record skill-
level.

Feedback to Students Informal feedback was given to students verbally, through the
oral presentation of their poems which was peer-assessed
(Appendix 8), and by the pre-service teacher through an
explicit communication approach to individual students
through all four lessons. Written feedback was given through
a Student Feedback Form (Appendix 2), which followed the
Compliment Sandwich format.

Assessment Support PowerPoints for each lesson supported students in

understanding what was required of them in terms of
Material
assessment (Appendix 2). Students made notes on their initial
skill-level rating, and this number was revised again at the end
of each lesson (Appendix 7). Students also made notes of goals
and success criteria for each lesson, which informed them of
the understanding that need to be gained, and the task that
required completion. PowerPoints included examples,
resources and formats of poetry for students to refer to,
and/or make notes.
3. Implementation of Assessment Strategy

Whole Class Assessment Data

Table 2: Whole class results for assessment

Lesson 1: Alliteration
Introduction
Goal: To write a sentence or stanza that uses
alliteration.
Success Criteria:
I understand what alliteration is.
I have detected alliteration in sentences and
stanzas read aloud to me.
I have used my new skills to write my own
alliteration sentence, stanza or poem.

Lesson 2: Alliteration Poetry Goal: To write an alliteration poem.

Success Criteria:
I have listened to alliteration poetry for
inspiration.
I identified a theme for my poem.
I choose a sound/s for my alliteration poem.
I completed a poem for the class alliteration
poetry book.

Lesson 3: Syllables Goal: To write a cinquain poem

Introduction (Cinquain Success Criteria:
Poetry) I understand how and why syllables are used in
poetry.
I can identify how many syllables are in words, by
listening to a word and clapping out the syllables.
I used syllables to write a Cinquain poem.

Lesson 4: Syllables Poetry Goal: To write a verse of rap poetry

(Rap Poetry) Success Criteria:
I understand how syllables can give rap poetry
musical structure.
I wrote a rap poetry verse using syllables to
provide rhythm.

Student Name Lesson 1 Lesson 2 Lesson 3 Lesson 4

Ratings 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Student 1 2 3 2 2
Student 2 1 2 2 2
Student 3 1 2 2 1
 Student 4 1 1 3 N/A
Student 5 2 3 3 2
Student 6 N/A 2 2 3
Student 7 1 1 1 1
Student 8 2 3 2 1
Student 9 3 N/A 3 N/A
Student 10 1 3 2 2
Student 11 2 3 3 N/A
Student 12 2 2 3 1
Student 13 1 2 2 4
Student 14 1 2 2 1
Student 15 3 2 3 1
Student 16 1 2 2 N/A
Student 17 2 3 2 1
Student 18 3 3 3 2
Student 19 1 2 3 4
Student 20 N/A 3 3 3
Student 21 3 4 3 3
Student 22 2 4 3 2
Student 23 2 2 1 N/A
Student 24 2 2 3 2
Student 25 3 3 3 1
Student 26 N/A 3 3 1
Student 27 4 4 4 2
Student 28 2 2 2 2

The assessment data showed most students moved-up in skill-level from the first alliteration
lesson to the second. This verifies that they met the learning intention/objective/outcome
of using alliteration as a poetic tool, and started to understand the relationship between
words and language patterns. Most students scored higher in the more structured approach
to using syllables cinquain poetry and experienced difficulty in the unstructured
approach in rap poetry. Lesson 4 was the lowest scoring, and many students were hesitant
to try rap poetry as it did not have a set syllabic formula, and required more teacher
scaffolding. However, there were several students who excelled in this style over alliteration
and cinquain. Common misconceptions were: in alliteration - the repetition had to come
from the same letter, rather than the same beginning sound, and that every word used had
to start with the same beginning sound. More advanced students used different alliterations
in the same stanza, and more complex first sounds like gn, kn and n. Common mistakes in
cinquain were: not using correct amount of syllables, and sentences running on to the next
line. Work was done individually with students to correct these errors. By using the self-
assessment system (Appendix 7), it could be ascertained that most students moved-up at
least one level each lesson, with only a few students not making any progression on one
lesson only. In future, I would modify my teaching practice to ensure more time was
allocated for student to share their work, allowing for more peer feedback and self-
assessment. The summative assessment showed that students could use poetic tools
learned to create texts that affect meaning, purpose, intention, feeling and opinion.

Feedback on Students Assessment Work Samples and Analysis

See Appendix 5 for samples of student work, marking rubric teacher-use only, and student
feedback form.

The marking rubric formally substantiated how far students had moved in their
understanding, with evidence gathered from class work and the summative assessment
(Appendix 6). To gather prior knowledge, the students rated themselves using the schools
system (Appendix 7). The initial skill-level was recorded and measured against the marking
rubric. Through using this system, students have become accurate self-assessors, and self-
regulated learners (Earl 2013, p. 109). Student feedback was given through a form
(Appendix 2 and 5), which included two positives, and something they could work on.
Informal verbal feedback was given both individually, and as a whole-class. Students shared
their poems, receiving peer-feedback, which in turn, improved their own and others work.
It was vital to give informal feedback throughout the unit in order to improve their formal
poetry submissions. It made each step manageable, and provided them with tools to work
independently (Earl 2013, p. 111). Improvements to the feedback process could be made by
giving students written feedback after each lesson, instead of waiting until the end of the
unit. Alongside clear learning targets, meaningful teacher feedback allows students to
compare their work to the targets, and act on that feedback, developing a growth mindset
and motivation to work on their own behalf (Tomlinson & Moon 2013, p. 24). Brady and
Kennedy acknowledge that education is more effective when there is an active partnership
between families and schools (2012, p. 100). For this reason, the summative assessment is
available to share with the community. The marking rubric provides further evidence of
student growth, formal measurements of improvement that are linked to the Victorian
Curriculum. This allows transparency for all stakeholders, informs decision making on
teaching and learning activities going forward, and provides data for more formal yearly
reporting (Kivunja 2015, p. 380).

Table 3: Exploration of 3 Students work (Appendix 5)

Student 10: This student has mild dyslexia. Her work is examined for this report
because she is usually not engaged in literacy, and is a work refuser (on a
reward system). In this unit, she worked independently, enjoying poetry,
therefore achieving good results. She was engaged as she was encouraged
to choose her own themes. She rated herself low (1) at the start of each
lesson, but moved herself up one level each lesson. For rap poetry she
moved herself up 2 levels. She received the highest mark for alliteration, as
she understood the concept with little scaffolding, and edited her work.
Her rap poetry piece was very good, but she required assistance. She was
encouraged for her independent hard-work, and it was suggested that she
could re-read her work to make her poems better.

Student 27: This student is at the top of the class in literacy, known for producing very
mature work. She writes poetry in her free time. She was awarded house
points for her alliteration poem. This unit was quite easy for her, but she
was stretched by using more complex first sounds for alliteration. She
followed the class pattern of finding rap poetry difficult, as when the
writing was not structured, she found it hard to understand. She did not
put her hand up for assistance, as she is accustomed to over-achieving, and
may have found this embarrassing. I did not check-in with her, because I
made the assumption that she was alright. This has informed my teaching
practice, as I will now reach-out to each student, as Tomlinson and Moon
confirm Be specific about what you assume students know, understand,
and can do (2013, p. 23). Feedback was to reinforce that she has a strong
command of language as a tool to incite emotion, but she was encouraged
to read her poems aloud when using syllables to make a musical beat.

Student 28: This student is strong in literacy, and although he worked hard, he did not
seem to understand the more serious side of poetry, instead sticking with
rhymes/limericks or comedic poetry. He did not extend himself, and even
 though he used the correct syllabic formula, he let his sentences run-on to
the next line in cinquain poetry. I did not inform the class that this was
incorrect, so this is an error in my teaching practice that I would address for
next time. I encouraged him for trying hard to understand the poetic tools,
and reminded him that his cinquain poems needed better sentence
structure.

4. Reflecting Critically and Stance on Assessment Practice

Reflection on Assessment Design and Teaching

Appendix 3: Peer and Mentor Feedback on assessment design
Appendix 4: Notes on my changes from peer and mentor teacher feedback, and my
observations of placement school
Appendix 9: Initial lesson/assessment ideas to present to peers and mentor teacher, Samples
from PowerPoint presented to peers, Initial marking rubric for Poetry (Alliteration and
Syllables) unit

Table 4: Summation of Peer and Mentor Teacher Feedback,

including Professional Experience Observations.
Peer Feedback: Informed me that I had incorporated too much assessment into the
unit.

Enabled me to simplify the diagnostic, formative and summative

assessments to inform my teaching practice, and make the learning
intention/objective/outcome clearer.

Suggested simplifying the marking rubric, and making it for teacher-

use only.

Suggested giving student feedback in a more informal manner, from

this I developed the student feedback form in a compliment
sandwich format.

Mentor Teacher Stated that I should revise and simplify the lessons, ensuring that
Feedback: students gained deeper understanding of a few poetic
tools/concepts, rather than knowing a little about a lot of content.

Professional Marking rubric was designed around the schools existing self-
Experience assessment skill-level rating system (Appendix 7).
Observations:
Prior knowledge was gained from getting the students to self-assess
using this system.
 Learning could then be measured on the teacher marking rubric,
against initial self-assessments, using the same system.

Informing students of the summative assessment gave them a goal to work towards
(Tomlinson & Moon 2013, p. 21). Assessment strategies should help students understand
the aims of their learning, and how achievement will be judged and reported (Harlen 2010,
p. 31). Students had a clear focus to write good-quality poems for submission to a public
document. Pre-professional experience, prior knowledge was ascertained from studying the
Victorian Curriculum. For further diagnostic assessment, students rated their current skill-
level (Appendix 7). This informed my teaching practice for the unit, ensuring I taught at the
correct level, scaffolding the lower-rated students, and extending the higher-rated.
Formative assessment was designed to check understanding, and establish engagement in
the topic. This ensured that all students had a good-quality piece of work to submit, and
that no student fell-through-the-cracks. Most students were engaged and excited to
produce work that would be publicly displayed, and viewed by the school community.
Poetry is a subjective topic, therefore it was difficult to create a reliable assessment
strategy, other than ensuring students understood syllables and the syllabic formula for a
cinquain poem. The assessment strategy for this unit was based around a valid model.
Reliability was reduced due to the small number of students tested, and the subjectivity of
creative writing tasks. Valid assessments contain more open-ended tasks such as these, and
more judgement is required in marking, meaning reliability of results is diminished (Harlen
2010, p. 36). An assessment is any systematically administered set of procedures that results
in measurement, and even simple writing tasks that are used to construct mixed-ability
groups as basic as low, moderate or high, are considered valid tests (Bonner 2012, p. 88).

My Teacher Stance on Assessment

Diagnostic assessment is vital for ensuring learning is differentiated (Tomlinson & Moon
2013, p. 20). Teaching at the wrong level, can cause disengagement, work refusal,
distraction, and lack of quality work produced (p. 20). It allows teachers to plan for best
instructional practice and outcomes for each learner (Tomlinson & Moon 2013, p. 17). If
diagnostic assessment is done well, information is gathered about student interests, likes
and dislikes, which, when utilised, further engages students increasing learning potential
(Tomlinson & Moon 2013, p. 19 & 20). Shute and Becker support that the more we know
about learners, the better we can provide them with optimal support (2010, p. 9). By
getting students to self-assess at the diagnostic stage, and again at the summative, they
become reliable and highly-skilled in knowing where they are at and where they need to get
to. This motivates them and gives them a sense of ownership and responsibility for their
own learning and achievements (Tomlinson & Moon 2013, p. 24 & Earl 2013, p. 112). It is
crucial to involve learners in assessment process as it stimulates use of higher-order thinking
skills (Shute & Becker 2010, p. 9), it also develops internal feedback and self-monitoring
mechanisms (Earl 2013, p. 114).

Formative assessment is where links between learning, teaching and assessment can be
seen (Tomlinson & Moon 2013, p. 18-19). This is vital for making decisions about the next
steps, and finding and fixing any gaps in teaching (Tomlinson & Moon 2013, p. 18 & 20).
Reliance on summative classroom assessment is precarious, as assessment involves more
than measurement, it includes interpreting and acting on information about understandings
and performance (Shute & Becker 2010, p. 5). Formative assessment refocuses students
thinking, and lets them carry-on with less frustration and confusion (Earl 2013, p. 115).

For the teacher, school and parent, reporting achievement is essential as it improves
learning outcomes, programs and services, and establishes accountability (Shute & Becker
2010, p. 5). Harlen states Assessment methods should enable progress in all important
learning goals to be facilitated and reported (2010, p. 30). Therefore, student achievement
was reported to stakeholders through the marking rubric, student feedback sheet (Appendix
2 and 5) and the class poetry book (Appendix 6). This reporting is more informal than a half-
yearly or yearly report, but it follows the trend of reporting becoming increasingly formative
(Brady & Kennedy 2012, p. 100).

Although I noticed a change in my ability to understand and implement assessment, my

stance has not changed from Assignment One. I believe assessment is vital for
understanding students, informing learning and teaching, and measuring success. However,
I still consider that the focus should be on developing 21st century skills, rather than
accumulating large amounts of factual knowledge (Harlen 2010, p. 33). Skills such as
deep/higher-order thinking, independent learning, communication, inquiry and problem
solving, all of which are difficult to measure in a reliable test, but can be informed by a
truly valid assessment approach. I still feel that students only learn from people they like,
and who show interest in them (Fried 2001, p. 143, 146 & 148). For this unit, this meant
encouraging students to write about things they like, helping them believe they were
experts in this area, which developed a sense of high expectations (Fried 2001, p. 139, 140,
141, 142 & 149).
Reference List:

Bonner, SM 2012, Validity in classroom assessment: purposes, properties and principles, in

SAGE handbook of research on classroom assessment, McMillan, JH (ed), Thousand Oaks,
London, pp. 87-106.

Brady, L & Kennedy, K 2012, Principles and strategies for reporting student achievement in
the classroom, in Assessment and reporting: celebrating student achievement, 4th ed.,
Brady, L & Kennedy, K (eds), Pearson Australia, pp. 99-120.

Earl, LM 2013, Using assessment for reflection and self-regulation, in Assessment as

learning: using classroom assessment to maximize student learning, Earl, LM (ed), Corwin
Press, pp. 109-118.

Fried, RL 2001, The passionate teacher: a practical guide, Beacon Press, Boston.

Harlen, W 2010, What is quality teacher assessment, Developing teacher assessment, Open
University Press, Maidenhead, pp. 29-52.

Kivunja, C 2015, Assessment record keeping and reporting, in Teaching, learning &
assessment: steps towards creative practice, Kivunja, C (ed), Oxford University Press, pp.
378-401.

Shute, VJ & Becker, BJ 2010, Innovative assessment for the 21st century: supporting
educational needs, Dordrecht: Springer, retrieved 20 June 2017,
<http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=tr
ue&db=cat00097a&AN=deakin.b2482316&site=eds-live&scope=site>.

Tchers Voice 2017, Start teaching through an inquiry stance, Teaching Channel, retrieved 21
June 2017, <https://www.teachingchannel.org/blog/2016/01/15/teaching-through-an-
inquiry-stance/>.
Tomlinson, C & Moon, R 2013, Assessment and differentiation: a framework for
understanding, in Assessment and student success in a differentiated classroom, Tomlinson,
C & Moon, R (eds), pp. 17-26.

Van Horn, S 2012, Assess Yourself: Formative Assessment Posters, 3rd Grade Thoughts, A
Bird In Hand Designs, <http://www.3rdgradethoughts.com/2012/05/assess-yourself-
formative-assessment.html>.

Victorian Curriculum and Assessment Authority 2017, English: Level 5, Victorian Curriculum
and Assessment Authority, retrieved 17 April 2017, <
<http://victoriancurriculum.vcaa.vic.edu.au/level5?layout=1&d=E>.

Victorian Curriculum and Assessment Authority 2017, English: Level 6, Victorian Curriculum
and Assessment Authority, retrieved 17 April 2017,
<http://victoriancurriculum.vcaa.vic.edu.au/level6?layout=1&d=E>.
List of Appendices:

Appendix 1: Lesson sequence (plans) Four x 50 minute lessons

Initial ideas for assessment strategy before peer and mentor feedback
Final assessment strategy incorporating feedback and observations

Appendix 2: PowerPoints presented for each class

Marking rubric (teacher-use only)
Student feedback form

Appendix 3: Peer feedback

Mentor teacher feedback

Appendix 4: Notes on my changes from peer and mentor teacher feedback,

and my observations of placement school
(including school assessment policy)

Appendix 5: 3 x student work samples

3 x completed marking rubric (teacher-use only)
3 x completed student feedback forms

Appendix 6: Completed summative assessment class poetry book

Appendix 7: Placement schools system for gauging prior knowledge/

current ability level

Appendix 8: Two stars and a wish peer- and self-assessment from students

Appendix 9: Initial lesson/assessment ideas to present to peers and mentor

teacher
Samples from PowerPoint presented to peers
Initial marking rubric for Poetry (Alliteration and Syllables) unit
Literacy Lesson Monday 5 June 2017

Subject Title: Poetry

Duration: 50 Minutes

Goal: To write a sentence or stanza that uses alliteration.

Success Criteria:

- I understand what alliteration is.

- I have detected alliteration in sentences and stanzas read aloud.

- I have used my new skills to write my own alliteration sentence, stanza or poem.

Whole Class (15 minutes):

On the floor with literacy books ready for taking notes.

Run through Goal and success criteria, ask them to write down what number they are at now 1, 2, 3 or
4. Brief explanation of alliteration.

Read some sentences or stanzas and ask students to tell me what beginning sound I am using for my
alliteration. Read the line first without showing them the next PowerPoint slide. Get them to guess the
sound (not the letter). Emphasise when showing them the line that it doesnt have to be one letter, it
can be a blend, such as ch, and it is a sound rather than a letter especially show this with the s and
c and g and j sounds.

Most monsters dont mind making messes.

My Cadillac was completely crushed in a car crash.

I forgot my flip phone but felt free.

I dreamt of a drip-dropping drain in my dream.

The gentle giant jumped in jubilation.

Thats the sound of someone sipping soup for supper.

Seeking sanctuary, they formed a circle of spears.

She should share her sherbert with her sister.

The girl grabbed the golden goose and ran.

We sat around the campfire and chomped on chunks of charred chicken.

The red roses were wrapped in ribbons.

The tornado tossed the trailer like a trash can.

Activity (25 minutes):

Have index cards ready with letters and blends (making a sound) printed on them. Hand one to each
student then they write a line with that card and swap when finished. For extended, see if they can
write a poem going by sticking to the same theme, writing a new stanza for each letter. Extended can
also look at sounds like (y, eu and u)(z and x)(st)(n, gn and kn). For lowers, they may only repeat sound
two or three times in one line, use basic letter sounds and change theme for each letter they turn over
ie each sentence. Encourage them to think more about the repeating sounds, it can even be
nonsensical, eg. The bean bounced for breakfast or Sally sleeps in sweets and sleet, or it can be
more serious. Explain their can be other words between or you can do nothing but that sound, there is
no hard and fast rule, just have fun!

Further activity worksheet: Get them to complete worksheets and stick in literacy books, this may be
especially good for the lower students who are struggling to come up with an alliteration of their own.

Conclusion (10 minutes):

Come back to success criteria and ask them to give themselves a number rating now next to the
initial one in their books. Each of them to tell me what they have moved to and from. Write this next
to class list.

- I understand what alliteration is.

- I have detected alliteration in other texts.

- I have used my new skills to write my own alliteration poem.

Share some of the poems with the class, students can give feedback through two stars and a wish
format.
 Literacy Lesson Wednesday 7 June 2017

Subject Title: Alliteration in Poetry

Duration: 50 Minutes

Goal: To write an alliteration poem.

Success Criteria:

To listen to alliteration poetry for inspiration

To identify a theme for your poem

To choose a sound for your alliteration poem

To complete poem for a class alliteration poetry book

Whole Class (15 minutes):

On the floor with literacy books ready for taking notes.

Run through Goal and success criteria. Talk about class poetry book to include alliteration poem from
each and one syllable poem from each and will be displayed in the library when completed.

Remind students that they are working with alliteration. Run through why we use alliteration and get
some students to read some of the examples. Ask them to listen out for the rhythm and flow of the
alliteration.

The Raven Edgar Allan Poe Do not read all pick only parts of alliteration suggest that I can give
to anyone that wants to read the whole poem.

Run through themes/story ideas, ask for suggestions. Remind them about the technique of listing
words and filling in with adjectives and adverbs. Suggest that they keep re-reading to listen to the
rhythm and flow of their poem.

The Raven Edgar Allan Poe

Once upon a midnight dreary, while I pondered, weak and weary,

Over many a quaint and curious volume of forgotten lore
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
Tis some visitor, I muttered, tapping at my chamber door
Only this and nothing more.

Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word, Lenore?
This I whispered, and an echo murmured back the word, Lenore!
Merely this and nothing more.
Activity (25 minutes):
Students to write their own poems tell them in 5 minutes I want them to turn to their neighbour and
tell them what their poem is about and what letter they are using, including some words they have
thought up.

At 15 minutes, some students can read a line aloud to the class.

Conclusion (10 minutes):

Come back to success criteria.

To listen to alliteration poetry for inspiration

To identify a theme for your poem

To choose a sound for your alliteration poem

To complete poem for a class alliteration poetry book

Ask 5 students to share with the class.

Offer them time at home to work on their poems for the book. I will type up for the book.
Literacy Lesson Thursday 8 June 2017

Subject Title: Syllables

Duration: 50 Minutes

Goal: To write a cinquain poem

Success Criteria:

Understand how and why syllables are used.

Identify how many syllables are in words, by listening to a word and clapping out syllables.

Use syllables to write a Cinquain poem.

Whole Class (15 minutes):

On the floor with literacy books ready for taking notes, write date and heading (2 minutes)

Run through Goal and success criteria. (1 minute)

Go through slide show on PowerPoint (5 minutes)

Watch: https://app.gonoodle.com/channels/blazer-fresh/clap-it-out?s=Search&t=syllables (5 minutes)

Practice syllables (2 minutes)

Activity (25 minutes):

Introduce cinquain poem (3 minutes)

Workshop themes for cinquain, write these on the board. (2 minutes)

Write one about the class together on the board (3]4 minutes)

Structure timing of writing first line, second line, third line (1 minute)

Students to try writing three give them time limits for each poem. Try not to overthink the first one
(3 minutes), second one give them more time (5 minutes), and third - more time (7 minutes).

Conclusion (10 minutes):

Come back to success criteria. Give themselves a new number and write next to old in their books.

Understand how and why syllables are used.

Identify how many syllables are in words, by listening to a word and clapping out syllables.

Use syllables to write a Cinquain poem.

Ask students to share with the class.

Literacy Lesson Friday 9 June 2017

Subject Title: Syllable Poetry

Duration: 50 Minutes

Goal: To write a verse of rap poetry

Success Criteria:

Understand how syllables can give rap poetry musical structure.

Write a rap poetry verse using syllables to provide rhythm.

Whole Class (10 minutes):

On the floor with literacy books ready for taking notes, write date and heading. Run through Goal and
success criteria. (2 minutes)

Go through slide show on PowerPoint, and watch some samples of rap poetry with and without music
(8 minutes) Only play small portions of songs (30 seconds) but more on the spoken words. Have
them ready at the right time-mark before class.

Activity (28 minutes):

Get suggestions for ideas for rap poem. Write two lines of a rap poem together. Asking for
suggestions. Reading and re-reading to get the rhythm right (understanding use of syllables to create a
beat) before they start their own rap.

Use the already workshopped ideas for those that dont have any ideas, so they dont waste time in
class thinking of an idea. Give them time to write their rough draft.

Turn to their partner and read it to them, both listening out for rhythm and giving feedback.

Make improvements from feedback and from re-reading it. Write a good copy only needs to be four
lines.

Conclusion (12 minutes):

Come back to success criteria. Give themselves a new number and write next to old in their books.

Did you hear how rappers use syllables to give their work musical rhythm?

Did we write a verse of rap poetry?

Did you use syllables to make your rap poem have musical rhythm?

Ask students to share with the class. Peer assessing with two stars and wish format.

I have already written a good copy of alliteration and cinquain poetry, type up good rap verse. To
complete 5/6G poetry book and bring it back to the school.
Initial ideas for assessment strategy before peer and mentor feedback:
Final assessment strategy incorporating feedback and observations:
Diagnostic Assessment Students give themselves a rating at the beginning of
each lesson, after the goal has been introduced, and
again at the end to measure improvement. How do they
rate their skill-level on this subject? Are they 1. Novice, 2.
Apprentice, 3. Practitioner or 4. Expert (Appendix X).

Victorian Curriculum: Understand what students may

have learned in prior years by studying the curriculum
(Appendix X - Notes on Prior Knowledge).

Formative Assessment Whole Class Discussion and Questioning skills at start and
end of lesson.

Individual student conversations include explicit

teaching if student is struggling with concepts.

Development pieces of work drafts and final copies

(Appendix X).

Oral presentations, including verbal peer- and self-

assessment at the end of each lesson, through the two
stars and a wish format (Appendix X).

Summative Assessment Final product Class Poetry Book, to be displayed in the

school library and shown to parents at school open
evening (Appendix X).

Marking Rubric - Teacher Only (Appendix X).

Student Feedback Sheets used to communicate positive

and constructive feedback to students (Appendix X).
PowerPoints presented for each lesson as assessment support material
(Hyperlinks)

Lesson One: Alliteration - Introduction

Lesson Two: Alliteration Poetry

Lesson Three: Syllables - Cinquain Poetry

Lesson Four: Syllables - Rap Poetry

 Poetry: Alliteration and Syllables
Student Name: __________________________________
Objective
Use new knowledge of
alliteration to complete
alliteration sentence, stanza
or poem.
Complete an alliteration
poem, thinking about them
and use of alliteration
either using same sound all
the way through or changing
sound each stanza.
Use appropriate syllables to
complete a cinquain poem,
focusing on love and nature
as theme.
Think about how to use
syllables with no rules, to
create a rap poem using
syllables as musical
percussion.
1 2
Novice Apprentice
Did not understand the Used some words with
repetition of first the same first
sounds to create an sounds/letters to create
alliteration stanza. an alliteration stanza.
Did not use repetition of Had a basic
first sounds in understanding of using
completed poem. first sounds in
completed poem.
Did not understand how Understood how to find
to find syllables, and did how many syllables in a
not stick to the formula word and mostly used
of the cinquain poem. appropriate formula for
cinquain poem.
Did not understand how Started to show
to use syllables as beats understanding of how
or musical percussion to use syllables as the
for their rap poem. beat or musical
percussion for their rap
poem.
3 4
Practitioner Expert Comments
Used repetition of first Used more advanced
sounds to create an first sounds such as gn,
alliteration stanza. kn and n to a create
alliteration stanza.
Used repetition of first Used repetition of first
sounds appropriately in sounds in an advanced
their completed poem. manner, and including
an interesting theme.
Understood how to find Understood how to find
how many syllables in a how many syllables in a
word, and used the word, used the correct
correct formula to write formula and used an
cinquain poem. interesting theme and
choice of words.
Showed understanding Had a very good
of how to use syllables understanding how to
as the beat or musical use syllables to create a
percussion in order to beat or musical
complete a rap poem. percussion to write and
interesting and fluent
rap poem.
Student Name: _______________________________________________

Poem/s: _____________________________________________________

What I liked:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Something that you can work on next time:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

How good was it when you:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
Email from Mentor Teacher after reading the rough ideas for poetry unit
Comments on how to structure lesson plans, including clear goal and self-assessment
ratings

Weekly planner from Mentor Teacher showing plan for the Poetry lesson sequences
Verbal Feedback from Mentor Teacher

Lessons were cut from 5 x 50 minute lessons to 4 x 50 minute lessons. The Mentor Teacher gave the
format of Alliteration Introduction, Alliteration Poetry, Syllables Introduction and Syllables Poetry. I
then created the lesson plans from that suggestion (See above for details on weekly planner and
suggestions for lesson plan format).

The Mentor Teacher agreed to display the completed Poetry Book in the school library and show to
parents on the School Open Night, but did not think that they would have time to orally present to
school or parents at either assembly nor at the Open Night.
Notes on my changes from peer and mentor teacher feedback, and my observations
of placement school (including school assessment policy)

Changes from Peer Feedback:

Simplify initial rubric (Appendix X), as it is too complicated. Consolidate into one document with less
detail - to attach for teacher record only (Appendix X for updated version).
Give students feedback in a compliment sandwich that is compliment, something to work on, and
again, something that they did well, instead of giving them the rubric which they may find a negative
experience. Subsequently, I created a Student Feedback Sheet (Appendix X).
Peer Question: How will I get each student engaged in the topic of poetry? My thoughts are: to ensure
they choose their own themes, workshop themes as a class, read different styles of poetry from funny,
limerick, books, adverts, rap, serious (like The Raven), to ensure that there is a poetry genre each
student likes, also ensure I see each student individually during the unit to ensure engagement.
Changes from Mentor Teacher Feedback:
Simplify the lesson structure stick to one theme / element each time so as not to confuse the
students.
Lesson sequence: Introduce alliteration, further alliteration, introduce syllables, further syllables.
Feedback on assessment: Ensure that a simple goal for each lesson is made clear, so that students can
assess themselves before and after. It is a good idea for students to share their poetry with the class
for peer- and self-assessment.
Changes from my observations at Placement School:
Use the rating system that the students are already familiar with (Appendix X), in order to create
rubric, gain information on prior knowledge/current skill-level, and for students to self-assess at
beginning and end of each lesson.
Assessment culture of the school is to celebrate success. The school also believes in parental
involvement, so I choose to have the summative assessment (completed poetry book) on display for
the whole school community including teachers, senior staff, students and parents).
Initially, I wanted students to perform poetry at assembly or on the open night, but this was not
approved.
Student 10 work samples Completed marking rubric (teacher-use only) Completed student feedback form
Student 27 work samples Completed marking rubric (teacher-use only) Completed student feedback form
Student 28 work samples Completed marking rubric (teacher-use only) Completed student feedback form
Poetry Book
by
Grade 5/6G
Alliteration

Poetry
Little Night Light

Under the light, the little lion light.

Flittered, fluttered, flew through the night.

People passed, children chattered.

Under the light, the little lion light.

Amber

Zi Yu Songs Song

Sing, sang, song, Zi Yu Song.

Sing a song, Zi Yu Song.

Zi Yu Song sang a song.

Zi Yu song sat on his song.

Then his song sat on Zi Yu song.

Zi Yu Song was as sad as his song.

Mohammad

Wonderful Winter

As I look at the woolly winter,

waiting for people to walk.

To fill their faces with freeze,

as a flush of frost comes upon their chilly faces of calm and cool.

Children walk, people on their way, but all wish a wonderful winter.

Amy
Dark

Dont be disheartened, I am here.

Drip drop, drip drop, dark in the night.

Drooling, drunken, dashing men running,

Away from the Devils deadly den.

Dont be disheartened for I am here.

Just dash away, and dont lose direction

Cara

War

Ringing in your ears as you are realizing the reality.

Bullets bounce around breaking ground, bombs shattering lives.

Never silence, ever noise.

Guns grounding brave heroes to graves.

You may not return alive.

Tanks leave tracks in the mud.

Brave soldiers traipse through,

Shooting anything that moves.

Bodies scattered all over the ground, bullets embedded inside their

chests.

Matilda
Horses

Neighing softly, soundly said.

Galloping gallantly, feeling bad.

Whispering voices whirling around.

Alas, no rumours roaming round.

Sanika

Tortoise

Timmy the tortoise tasted some tomatoes.

But the tomatoes tasted terrible.

Timmy will try the tempting tomatoes again tomorrow.

Hoping that they are terrific.

Charlie

Spring

As the weather of spring slowly starts secretly,

The busy bees buzz bringing winter into spring.

So, the wet water runs, streaming down the waterfall,

And springs mystical magic, making more children happier.

Renee
Butterfly

It flutters, flickers and flies.

Brushes blue wings against the sky.

Lands lightly on a leaf,

A beautiful butterfly.

Phoebe

Rainbows

Running with rabbits and rainbows,

Rain rapidly raging right behind me.

I race the rainbow to my room,

Staring as the rainbow recedes.

Jessica G

Naughty Ninjas

Naughty ninjas wear nice Nike shoes in the night,

whilst having a nice nightmare every nightfall.

Looking strangely at the null nickel,

and Nickel knocking on the door with his knee.

Emircan
Tianas Tiger

Tianas tiger,

Tumbled to turn of the tiny TV.

Seth

Diamonds

Diamonds rained disgracefully across the dorm.

Dangerously, the diamonds died down.

It disassembled into dancing form.

With a destiny, the diamonds had a big, fat frown.

Zi Yu

Tassie Devil

A damsel in distress, dreaming in the day.

Drips drop in the dark, as the Tassie Devil wakes up.

As the night turns to day, the Tassie Devil strolls back to the den.

Cries fill the air as she strolls to her pups,

and slowly drifts into a deep sleep.

She dreams about the big day ahead of her.

Soon her pups start to drift, dose and dream.

As day turns to night, the dosing devils slowly wake up.

She walks slowly to check her surroundings to see if there are any

dangers.

She grabs her pups and dawdles off into the night to find a new den.

Alli
Rippling Rivers

Rippling rivers, running fast, such a mast, not last,

you struggle up gasping for air, gravel and grime, up you go.

Rippling rivers, running through the riding waves.

Kyan

Dance

Dance All Day.

Dance dynamics, dance is life.

Jazz jumps high.

Lyrical lands light.

Acrobats fully flexible.

Hardly never on my hands.

Elodie

Night

Its quiet and query, at the quaint house.

Black by night,

The wind whistles wildly.

Secretly silent at night.

Phoebe
Rain

Raindrops rippling as rains are slowing.

Rippling rivers rise above me.

Skies are shimmering as the red sun is glowing.

Residents ready to run,

Racing to escape the rapid rain.

Sarah

Intruder

One lonely cold night, hail hammering harshly on the hobble stone

roof,

a heinous hush of silence held the house hostage.

Footsteps creeping, curiously up the creaky stairs,

Kelly heard them.

They made Kelly chill, she knew what it was, it made her body melt in

fear.

She felt her body violently shake, He is back! she said with a worried

quake.

She got up and tiptoed over the cold floor, then gestured to open the

door,

No, she thought no she said not again, if he wants a fight he will

have one then.

Kelly ran over to the desk in the corner, No, where is it? Im a goner!,

She rummaged and rattled and raced,

then out of the desk she pulled out some mace.

Olivia
Rippling Rivers

Rivers rippling making a sound,

Restless wren roaming around.

Refreshing rain dripping down,

Resting child safe and sound.

Sanika

Cricket

Cricket match is crazing on,

Crazed cricket crowds cheering on.

Batsmen bashing the ball,

Bowlers bowling bouncers.

Wicketkeepers waiting for a wicket.

Fielders frustrated at the lack of a catch.

Teams toasting each other.

Souryo

Inside

Inside the dull, dreary house,

darkens people all around.

Sitting, sulking, secretly saying nothing nor a sound.

Renee
Rumps

We will,

We will win rumps.

We will win lumps.

We will fly pies.

We will fly kites.

We will win wumps, and womps, and lomps.

We will win rumps.

Max D

Wreckers Rackets

There once was a wrecker with a racket,

wrecking other wreckers rackets.

The remains of the wreckers rackets,

Were all wrecked with some rubble.

The wreckers tummy rumbled.

Then he ate the wreckers rackets rubble.

Todd
Cinquain

Poetry
Toys

My toys

Theyre very big

Ive got a teddy bear

I also have fidget spinners

So cool

Mohammad

Winter

Winter

Blowing, Snowing

Frosty Freezing cold ice

Glowing white snow bucketing down

So nice

Cara
Beach

The beach

Is really good

The kids are having fun

The adults are relaxing good

Love beach

Nickel

Dancing

Dancing

I fall on turns

I pick myself back up

I Jump real high, I land real soft

Dancing

Elodie
Cliff

Cliff steep

Oceans lie deep

I will keep you in deep

No one knows what kind of guy is

In deep

Kyan

Fish

So cool

In the ocean

Roaming around the sea

Beautiful, amazing and cool

Beauty

Souryo
Snow

The snow

It falls gently

Pacing on the rooftop

Dancing quiet along the timber

Loudly

Olivia

Nature

Nature

Wonderful and

Mysterious unknown

Creatures in the wild, lurking deep

In trees

Todd
We are

We are

Strong together

We have powerful minds

We are one but we are many

We are

Max D

Stars

Stars are

Awesome, twinkling

Beauties in the night sky

Every star is most special

Shining

Jessica G
Ocean

Ocean

Navy Blue Sea

Beautiful orange fish

The ocean is quiet and calm

Ocean

Seth

Autumn

Autumn

Orange leaves are

Falling down on the ground

The cold is coming around town

Autumn

Amber
Nature

Nature

Is wind blowing

Is most things that are green

Is pretty butterflies flying

Is nice

Renee

Gold Fish

Gold Fish

Bright, colourful

Red, orange, gold, and white

They swim and eat and swim and eat

Water

Jok
Sky

Soft blue

Calming colours

Always brightens my day

White fluffy clouds are above me

Calming

Alli

Forest

Swaying

Lots of green leaves

Tall and short, wide and thin

Lots of bark, very long branches

Forest

Matilda
Sky

So blue

So elegant

It turns so very dark

Storm crashes through the black darkness

The sky

Phoebe

Ninjas

Ninjas

Are so sneaky

That they cannot be seen

While they sneak the fire bombs, boom

So cool

Emircan
Night

Dark Night

Full moon haunting

Clouds cover the sky slow

Wind whistling through swaying trees

Ghostly

Sanika

Winter

Winter

Is freezing cold

It is not warm at all

It is a freezer on full blast

Is cold

Renee
Forest

Forest

Little rivers

Running through the wild trees

Running up and down all around

Rivers

Jess C

Autumn

Autumn

Jumping in piles

Of the soft orange leaves

Eating, playing every day

Colour

Seth
Night Time

Night time

I shiver through

Darkness filling the air

Shadows crawling all around me

Night time

Samuel

Jungle

Jungle

Breath nice fresh air

Has lots of animals

Playing in the beautiful lake

Enjoy

Zi Yu
Thunder

Thunder

Storms are so loud

Rainy, windy lightning

I feel safe inside, all cosy

Kaboom!

Jok

Eat

I eat

Everyday

Cookies and biscuit cream

I love my food so very much

So Yum

Max S
Green Trees

Green trees

As leaves falling

Trees sprouting in the ground

Sway in harmony together

Green trees

Amy

River

River

Running rippling

Natural hydration

Gives animals water and food

Lagoon

Zi Yu
Clouds

The Clouds

Moving gently

Through the blue sunny sky

Storm clouds storm over everywhere

Raining

Jess C

Beach

The Beach

Hot burning sand

Cool blue see-through water

Swimming and playing volleyball

Sunset

Jok
Rainbows

Rainbows

Are so pretty

The way they shine in the

Sunlight and they are easy to

Spot out

Charlie

Rainforest

Bugs fly

Raindrops falling

Waterfalls are splashing

Misty air surrounding the rain

Forest

Angus
 Rap
Poetry
Our class
Our class is a neat and tidy place to be.
Education comes first, essentially.
Our friendships are continuing to grow,
Always looking forward to tomorrow.

Olivia

Cheesecake
Hey Im a cheesecake and Im mucking around,
Im rapping the cheesecake and Im rapping downtown.
If you see me, feel free to say Hi,
Cause Im always free,
and I might give you a pie.

Max D

Right
Robins red, violets blue, trees fall-down
Water goes through, happy hearts pass time,
and despair becomes mine.
I walked for days, drove for nights, searching hard for what is meant to be
right.

Kyan
School
Today, tomorrow, yesterday and so on.
We go to school, come back and go on.
Move on to high school, and forget the rest.
All your friends move on, its a big, fat mess.
Its called history.

Amber

Max Dinon
Max Dinon is my buddy,
Hes always very funny,
And also very cool,
but sometimes hes a fool.

Charlie

Animals
Our beloved animals being swept away,
Swept away by rubbish lying around.
We need animals and they need us,
So for future generations put your rubbish in the bin.
Theyre so important for me and you.
They save our lives,
So lets save theirs too.

Alli
Peas
Peas, Potatoes and macaroni cheese,
I am not fat, I drink it with tea,
With my best bro Elodie.
Eat to the left,
Eat to the right,
Peas, Peas, Peas, Peas
I love them.
Mic Drop.

Sofia

Mama
Mama always told me to be patient,
Cause she knew I always got tired of waiting.
Show me the door, I know Ill find a way.
I would call it a major key - yeah yeah yeah yeah.
Nobody understand me.
Mamma was always there, my life support.
Like my grandmas feeding, she aint gonna let me down.
So come, go and stay.
Disappear like time on my hands.

Nickel
Determination
I cant give up, its not in my blood.
The bullies bashed me down with their footy stud.
I need to stand up, but what can I do.
Im lying on the ground, and Im wrapped up too.
I hate my life, Im all alone.
Im so hurt, that I feel like stone.

Samuel

Night
The night gives fright to children with delight.
When it hits the dusk, children flee with the frights of the nights that hits
tonight.
Children flee without glee, and they ought to be scared.
Our Mums give us a kiss and say nighty night.
Tonight I drift away, and asleep is where I stay.

Max S

Night
The screams of the night, filled with fright.
Kids asleep, oh so sweet.
They open their eyes, only to hear cries.
They find theyre back to sleep, with no fright.
Birds chirp, chuckle and flutter,
In the sky, in the morning light.

Jess C
Bullies
Have you ever been bullied into submission?
No one fully wished to listen.
You roll up to the situation scared.
And you feel like the only kid alive.
In the solar system prison, youll be wishing.
For the first ten years, I never had a friend.
Everyone rejecting me.
They waited and heckled, obligated to project.
Teachers felt bad, sat up next to me.
Secretly wishing I was invisible.
Tried to tell the teachers, parents and the principal.
It didnt work, but Im still me.

Todd

Cats
Cats sleep soundly during the night,
No place to go, no place to hide.
The sun arises bringing daylight.
The cat awakens, and sees ten mice.
It pounces striking fast, one mouse faints quiet.
The cat devours it fast.
Night appears quicker than the speed of light.

Angus
Life and Mama
Life was weighing heavy on me.
You can say that I felt like the biggest loser,
Moving from place to place, moving more than an Uber.
I feel like this day will never end.
Moving back to the same house, like Hilary Clinton.
I know, I just wanna thank you Ma,
For bringing back my memories, like Pokmon.
You mess with her child, Mama going to knock you out.
Mama said that it will be OK.

Nickel
1 2

3 4
Sample of Verbal Comments from Two Stars and a Wish Peer Assessment

At the end of each of the four classes, some students had the opportunity to share their
poetry. I would choose some that I thought had done a good job, or some that I knew
contained errors, so that they could be addressed and found by the rest of the class. I also
asked students to volunteer if they believed they had done a good job. Some of the ways
students assessed other students was by me asking the whole class to detect the first
sounds being used for the alliteration, clapping out the syllables for the cinquain to see
whether the formula had been followed, and for the rap asking if they felt the syllables had
been used as a beat, whether it could be improved by adding or taking-away syllables from
any particular stanza.

Comments from Students:

Maybe you could try clapping the syllables. - Cinquain

Two Stars and.
Maybe you could read it louder and more confidently. -
Alliteration
When you read it you could not your head to the beat. - Rap
I like that it was funny! - Alliteration
I like that you wrote about nature. - Cinquain
The sounds together made the poem sound really beautiful. -
Alliteration
I like the way you wrote about something important to you. -
Rap
That was very good. - Alliteration
I think that that was rhyming not alliteration? - Alliteration
There were too many syllables in some of the lines, so you spoke
a wish! them too fast. Can you use different words? - Rap
That was funny and cool. - Rap
I could imagine what the river looked like from your poem. -
Alliteration
Rough Lesson Plan Ideas
First Lesson:

Whole-class discussion and questioning session about alliteration. What is it? Give some
examples? Where have they seen/heard it used? Why would we use it? Why is it affective?

Activity: Hand-out a different letter of the alphabet to each student, and ask them to write
an alliteration poem for that letter. Explain that it can be funny or sad or personal.

Use the poems as evidence to see where each student is at before teaching the next 4
lessons.

Come back to whole class and talk about Haiku poems. They should have studied this in
previous years, but I will not assume that they have. See if anyone can describe what it is.

If not, read some Haiku Poems and see if they can pick the pattern. If not, suggest to them it
is in the rhythm. If they still dont get it, suggest it is in the syllables and ask them to count
them and write it down (5 syllables first line, 7 syllables second line, 5 syllables third line).

Ask the whole-class to create a Haiku on the board about their teacher.

If there is time, ask each student to write a Haiku poem about something they like (this will
help me to get to know them better).

Wrap-up lesson with questioning the whole-class. Why would we use rhythm and meter in
poetry? Can they think of anything else that uses rhythm and syllables (eg Rap Music)?

Alliteration Ideas

Read alliteration poems of Pamela Duncan Edwards and ask students to pick the letter.
Read Alligators All Around, by Maurice Sendek.
Give each student a letter, ask them to create an alliteration poem with at least six lines and 5
words on each line. Swap with a partner and get them to read and underline the alliteration. Ask
Students to share their alliteration poems.
Get students to do an online Acrostic Poem and save to the class C:/Drive
Dany ODare alliteration poem by Shel Silverstein
Alliteration Repetition of consonants at the beginning of words.
Used in lyrics, poems, headlines, jingles, rhymes, tongue twisters, jump rope rhymes.
Find songs with alliterations, get students to listen and see if they can hear the alliteration, asking
why the writer used this.
Find adverts or jingles, written, video or audio with alliterations.
Get students to write their own alliteration jingle for a product giving each student a different
product to write for.
Provide a noun, they then need to find 3 adjectives for the name using alliteration (whole-class).
Eg Snake slippery, slithering, slender snake.
Acrostic poem (include degrees of difficulty) eg

H Happy, hungry, hurried horse

A angry, awful, awkward, artist

T terrible, terrific, terrifying tantrum

Name Game go around the class and give an alliteration for their name eg Dancing, dorky Mrs
Duncan.
 In groups students read tongue twisters to each other, identifying the alliteration. Write their
own tongue twister. Read aloud to the class.
Performance of written poetry for their book.

Syllables

Haiku poem in the first lesson.

Give Poems to pairs and ask one to read out and the other to tap the syllables on the desk.
Rap Music listen to various rap songs, stopping at certain points to ask students to identify the
use of syllables in a line/s, asking what effect does it have. What syllables are they using in each
line? Create one paragraph Rap song give them a subject matter, each member of the group
says a line each. Film this.
Use this to inform the lesson, get students to tap along on the table.
 Poetry: Alliteration
Student Name: __________________________________
1 2
Needs one-on-one
Objective instruction
Definition of Students definition has no
Alliteration connection to the meaning
of alliteration.
Alliteration in Words in acrostic poetry do
acrostic poetry not begin with the same
initial sound.
Alliteration in Alliteration is not used in
noun and creating this poem. Student
adjective poetry. does not understand use of
adjectives with alliteration to
describe noun.
Alliteration in Cannot identify the
Tongue Twisters. beginning consonant used
for alliteration in the tongue
twisters.
Alliteration Poem Does not use alliteration in
(6 lines, 5 words the poem. Poem does not
each line) have a theme.
Advertising Jingle Does not use alliteration in
their jingle.
Needs additional modelling
or guided practice
Students definition does not
mention the use of words
with the same initial sounds.
A few words in acrostic
poetry demonstrate
alliteration.
A word is used to describe a
noun with alliteration.
Picks up some beginning
consonants used for
alliteration in tongue
twisters.
Uses some alliteration in
poem. Poems theme could
be more consistent.
Uses some alliteration in
their jingle, but could be
more engaging to sell their
product.
3 4
Progressing toward
mastery, but additional
individual practice would be
helpful
Students definition includes
the use of words with the
same initial sounds, but it is
not complete.
Most of the words
demonstrate alliteration and
make sense in the poetry.
Mostly uses appropriate
adjectives with alliteration
to describe noun.
Mostly picks up beginning
consonants used for
alliteration in tongue
twisters.
Mostly uses alliteration in
poem. Theme is quite clear.
Uses alliteration in parts, but
could utilise it to better
effect to sell the product.
Mastery is at the
independent instructional Comments
level
A correct definition is given,
which includes words having
the same initial sounds.
Advanced use of words using
alliteration, and making
sense in the poetry.
Uses all three adjectives
correctly and appropriately
to describe the noun, using
alliteration on every word.
Picks up every beginning
consonant used for
alliteration in tongue
twisters.
Uses alliteration correctly in
the poem. Theme is clear
and interesting.
Uses alliteration very well to
make and interesting jingle
to sell the product.
 Poetry: Syllables
Student Name: __________________________________
1 2
Needs one-on-one
Objective instruction
Definition of Students definition has no
Syllables connection to the meaning
of syllables, or their use
poetry.
Using syllables in Correct syllables are not
Haiku poetry used in the Haiku poem.
Syllables and Could not here the syllables
Meter in Rap or the rhythm used in any
Music. line of the rap music, nor
describe.
Taping out Cannot identify syllables by
syllables in tapping them in time on the
different meters. table.
Creating a Rap Does not understand use of
Song (one syllables or rhythm in
paragraph) creating a rap paragraph.
Needs additional modelling
or guided practice
Students definition is vague
and does not mention the
use of words and syllables in
poetry.
Student uses correct syllable
in at least one line of the
Haiku poem.
Could hear occasional use of
syllables and rhythm but
found it hard to describe.
Picks up some, but not all
syllables by tapping them out
on the table.
Somewhat understands the
use of syllables or rhythm in
creating a rap paragraph.
3 4
Progressing toward
mastery, but additional
individual practice would be
helpful
Students definition includes A correct definition is given,
the words and syllables for
rhythm, but it is not
complete.
Student only makes one or
two mistakes in using
syllables in the Haiku Poem.
Heard some of the syllables
and rhythm, and could
explain to a degree.
Picks up most syllables by
tapping them out on the
table.
Mostly understands the use
of syllables or rhythm in
creating a rap paragraph.
Mastery is at the
independent instructional Comments
level
that it is a single unit of a
word that is unbroken and
make up word/s and
sentences.
Correct use of syllables in
each line of the Haiku poem.
Had a good understanding of
how syllables and rhythm
was used throughout the rap
music, and could explain why
it was used clearly.
Picks up all syllables by
tapping them out on the
table.
Understands the use of
syllables or rhythm in
creating a rap paragraph.