Escolar Documentos
Profissional Documentos
Cultura Documentos
Professor Dover
EDSC 440S
17 December 2018
Assessment Plan
Purpose/Focus of
Implementation Feedback Strategy How Informs Teaching
Assessment
The teacher will gather
feedback through Pair-
This informs teaching since the
For students to tap For Entry Level assessment, students will Share and class discussion.
teacher will be able to assess
into their funds of watch a Spoken Word video and be During the time for Pair-
students’ prior knowledge and
knowledge and presented with a prompt in order to write Share, the teacher will walk
understanding of culture and
demonstrate a response as a Quick-Write. Students will among students, and
identity. She will also be able to
connections and be asked what they notice about their through the class
shape the rest of the lesson to
relevance to the own culture, how this forms their identity, discussion she will be able
support students’ understanding
lesson’s topic. and how they believe society views them. to hear the ideas and
of the content.
experiences students have
gone through.
Feedback will be gathered
The feedback will shape
Progress Monitoring Assessment will take as the teacher walks
instruction since the teacher will
place as students read two different around students working in
be able to adjust instruction and
poems by Pat Mora and annotate the groups. By walking around,
To analyze and provide additional modeling or
texts through close-reading strategies. the teacher will be able to
critically study the guided practice if necessary. She
Students will also complete a Venn clarify any questions or
structure of poetry. will also evaluate whether
Diagram in order to compare and contrast directions, and also see
students’ need more guidance
poetic and cultural elements in the how much progress
and instruction in analyzing
poems. students are making in
poetry.
their learning.
The teacher will gather
To demonstrate an feedback as she assigns the
Teaching is informed as the
understanding of Summative Assessment for the lesson will students’ poems as
teacher reviews the students’
poetic structure and be given to students as they re-create a homework. Students will
submissions, which will then
content material, poem of their in the writing style of Pat submit the poems through
influence how the teacher
and to create an Mora. They will access their own funds of Google Classroom that
decides to begin the following
authentic piece of knowledge and share their cultural same night, so the teacher
lesson. The teacher will also be
literature by using experiences through the creative writing may provide commented
able to see how much review and
the proper literary and structure of poetry. feedback and check for
clarification students need.
conventions. understanding of the day’s
lesson.
For this lesson, I thought it best to have students start off with a Quick-Write so that
students may organize their thoughts and responses to the following questions: What particular
strengths and characteristics do you notice about your own culture? How do you believe this
forms and shapes your identity? How do you believe society views you? After students type out
their responses through Google Classroom in a forum discussion format, students are able to
view each other’s input. Since students will also be able to engage in Pair-Share, the teacher will
be able to see whether students are interacting and interested in the upcoming topic. Through a
classroom discussion, the teacher will be able to ensure that students have tapped into their funds
of knowledge to better draw connections with the content. The class discussion also allows the
teacher to provide general, commentated, and verbal feedback immediately to the students to
Then students will be assessed through progress monitoring as they read over two
different poems written by Pat Mora, “Immigrants” and “Two Worlds.” After reading the two
poems, students will work in groups of four to annotate the texts and fill out their Venn Diagram
graphic organizer. The graphic organizer is meant to have them compare and contrast the poetic
elements in the two poems, and to also have them draw text-to-self connections as they fill out
the part where they include how they relate to the cultural aspect of the poems. They will engage
in academic discussion as they fill out their graphic organizers, and the teacher will monitor
student progress as she walks around to provide clarification and live feedback. She will be able
to view the students’ work in progress and assess how much guidance and direction students may
further need. For example, if she sees that students are having trouble annotating their poems,
she will provide further modeling and guided practice as she reviews the close-reading strategies
that are on a poster, hanging on a classroom wall. Furthermore, she may also provided guided
practice for students to fill out the first part of the Venn Diagram. In this manner, students are
able to receive immediate feedback and guidance in order to ensure that they are understanding
poem based on personal cultural background and experiences; students will be instructed to
mimic Pat Mora’s poetry style as they provide their own connections to the topic of Identity.
They will begin the assessment towards the end of the lesson, and complete the rest of it for
homework; they will also submit the poem through Google Classroom that same night so that the
teacher may provide quick feedback. Through the poem, the teacher will be able to evaluate and
check for student understanding of the day’s lesson; she will see whether students need more
Because these assessments are for the unit’s first lesson, they are meant to prepare
students for the unit’s final, summative assessment. For the unit’s final assessment, students will
compose 3 different poems on the following subtopics: Culture, Society, and Heritage. The
subtopics are meant to connect to the overall unit theme of Identity, and are styled after Pat
Mora’s own subtitles in My Own True Name, which are Blooms, Thorns, and Roots. As a final
presentation, students will create their own spoken word video to demonstrate that they
connected with the unit’s content and poetic structure. Overall, it represents how students define
their identity based on their culture, how they overcome social stigmas and stereotypes, and how