Imagine A Night Poetry Assessment

Assessment Portfolio
Due: Nov 5,2013
Melissa Kujundzic
Table of Contents
1. Lesson Plans
a. Formative assessments and instructions attached beneath
each lesson
2. Performance Task overview: Imagine a Night Poem and Reflection
3. Student Task Description: Imagine a Night Poetry
4. Assessment Criteria: 4 point Rubric
5. Defense Paper
Assessment Portfolio Template

ED 3504 Evaluation of Learning
Lesson
Title/Focus
Imagine the Night (Lesson 1)
Teache
r
Melissa Kujundzic
LEARNING OBJECTIVES
Grade 4: English Language Arts
GLO 2
Students will listen, speak, read, write, view and represent to comprehend and respond personally
and critically to oral, print and other media texts.
SLO 2.1
use ideas and concepts, developed through personal interests, experiences and discussion,
to understand new ideas and information
explain how the organizational structure of oral, print and other media texts can assist in
constructing and confirming meaning
SLO 2.2
explain how language and visuals work together to communicate meaning and enhance
effect.
SLO 2.3
identify how specific techniques are used to affect viewer perceptions in media texts
recognize how words and word combinations, such as word play, repetition and rhyme,
influence or convey meaning
SLO 2.4
select and use visuals that enhance meaning of oral, print and other media texts
use a variety of strategies for generating and organizing ideas and experiences in oral,
print and other media texts
Students will:
explain how the organizational structure of media texts can assist in constructing and
confirming meaning
effect.
recognize how words and repetition influence or convey meaning
select visuals that enhance meaning of media texts
use visuals that enhance meaning of media texts
use a variety of strategies for generating and organizing ideas and experiences in oral and
print
ASSESSMENTS
Observations:
Students will listen to the teacher read a book.

They will have small group discussion.
Will understand how to use pictures to create and effect meaning in
text
They will choose a magic realism picture.
Draft imagine a night poem
Next 2 lessons:
They will in the next lesson self and peer asses their drafts
Then in the third lesson they will finish poem and write reflection
Key Questions:
What is do you think is happening in this picture?

Can you predict what might happen next in the picture? Why?
Who is in the picture?
Where is setting for the picture?

Products/Performa
nces:
What are some strong adjectives I could use to describe this

picture?
How does repetition influence the poem?
How do visuals enhance text?
How does the language and visuals work together to communicate
meaning and enhance effect?
What techniques do the author and illustrator use to affect how you
see the text?
How does the structure of the poem change the texts meaning?
Choose a picture, brainstorm ideas, create a rough draft (lesson 1)
Peer Review and Feedback (lesson 2)
Final Product: A poem using their images and their own Imagine a
Night and Reflection (lesson 3)
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Book : Imagine a Night by Sarah L.

Imagine a Night by Sarah L. Thomson, and
Thomson, and illustrated by Rob Gonsalves
illustrated by Rob Gonsalves
Pencils
Poetry Lesson Plan Imagine a Night by Kathy
Pictures and paintings for each group
Narramore
Alberta Program of Studies English Language Arts Handouts for writing their own poem
Grade 4
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Introduction
Show a picture from the book and ask students to tell me
what they see in the picture.
Ask students if they like to use their imagination? Do they
have dreams? Do they think that their dreams are using their
imagination? Ask them If they remember talking about poetry
in last class? (Thumbs up for yes thumbs down for no) Then I
will ask some students to tell me something that they
remember about kinds and aspects of Poetry and how to
create Poetry?
Students will listen to the teacher read a poem. Students will
participate poem writing activities and small group
discussions.
On the board for students to refer to. I will go over the agenda
at the beginning of the lesson
Students will come to reading corner for the poem.
Body
I will ask students to come to the reading corner.
I will read students the title of the poem and ask
students to tell me what they see in the cover of the
poem.
I will read the book and stop on each page to assess
the photo first and ask them to predict what the night
might be like before we read the text.
We will talk about how the paintings enhance the text
on each page and I will ask them to tell me the ways in
which it does.
What do the students find different about the
paintings?
We will talk about surrealist and magic realism in
pictures and word cards. We will discuss how the

Time
5 min
3 min
2 min
1.5 min
Time
20 min
paintings are logical but impossible.

I will read the words on each page and ask students
questions based on what they might say is happening
if that was their night or how it might be different for
them.
I will highlight words or phrases in the original poem
that I feel are strong ways to describe something
(adjectives) While reading the poem I will point out
words to students that are strong descriptive
adjectives and ask them to see if they can find strong
descriptive words on the page.
I will give students a graphic organizer that will help
them make a list of ideas for the following things:
o Things you might see at night, real or imagined.
o What you might hear, real or imagined.
o What you might feel like.
o What you might touch.
o What or whom you could take with you.
o What season would it be?
o What does if feel like lying in your bed before
you go?
I will tell students to keep their graphic organizer
because it can be useful when brain storming ideas for
poems.
Assessments/
Differentiation:
Learning Activity
#2
I will ask students questions to formatively assess if they can

imagine their own ideas from the pictures. I will get students
to make lists of things to use in for ideas.
Students will get into small groups of 4 or 5 children
I will provide each group a picture that shows magic
realism
On the board we will go over what kinds of questions to
ask when looking at the picture: (they will be
laminated and on the wall for the duration of this
activity)
o What is do you think is happening in this
picture?
o What parts of this picture are realistic?
o Which parts of this picture are magical or
impossible?
o Can you predict what might happen next in the
picture? Why?
o Who is in the picture?
o Where is setting for the picture?
o What are some strong adjectives I could use to
describe this picture?
These responses will be guide lines for the discussion
7 min
(through
out
activity)
15 min
Students will then discuss what they see in the picture

Assessments/
Differentiation
I will go around and formatively assess what the students are

talking about. I will ask some students to share and reflect on
what they saw in their picture.
- These questions used in discussion will remain on the board
to facilitate them when drafting their poem

(Through
out
activity)
Learning Activity
#3
Assessments/
Differentiation
Assessment for
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Students will choose from 6 different pictures and will

write their very own Imagine a Night poem using the at
least 3 of the pictures for a prompts.
I will ask student to raise their hand if they have
chosen a picture.
I will talk to students about stanza writing and we will
revisit the book and go over how the author created his
stanzas and verses. Using descriptive words to explain
what could be happening in their picture.
I will tell them that using their short verses they need
to explain the real and impossible aspects of the
picture.
We will go over different words to use when starting
their poem.
o Imagine a Night where
o Imagine a Night when
Students will choose a quiet area in the room and use
their clipboards to sit quietly.
Students will then start to their write a draft of poem.
Then students will continue to write draft.
I will formatively first ask the students if they have chosen a
picture to raise their hand.
Then as they work I will go around and get students to share
their ideas and what they have written with me while they are
working quietly on their drafts.
This will allow me to formatively asses if they are on task and
how they are reacting to the task and if they are
understanding what they are supposed to do.
Closure
The list students make of ideas for the night. Making a draft
of their poem for formative feedback from teacher and peers.
Exit cards:
1. Did they find it easy to imagine a night using the
picture?
2. What is one thing they liked about the activity?
3. What is one thing you did not like at the activity?
4. What are some questions you have after todays
lesson?
I will tell them what great work they have been doing.
I will give them a feedback on their draft and give it back to
them after they have their peer feedback next lesson.
We will talk about ways to give constructive feedback:
I like the way
Tell me how
I was confused when
I would like to know more about
Students will hand in draft so that students do not lose the
draft and in next class students will share what they have
written in pairs. Students will revise, rewrite, and finish poem
over the next few days.

20 min
20 sec
(Through
out
Activity)
Time
Through
out
activity
5 min
Next time
2 min
Reflections
NAME:_______________________________
Imagine a Night
Examples of a magic realism picture students can choose from:

http://amazingezone.com/paintings/magical-realism-surrealisticpaintings-by-tomek-setowski-from-poland/
Paintings by Tomek Setowski from Poland

Magical Realism Surrealistic
http://amazingtechzone.com/inspiration/magic-realism-optical-illusionpaintings-rob-gonsalves-canada/
Magic realism Optical illusion paintings by Rob
Gonsalves from Canada.
AT NIGHT
Read the sentence in the upper box. Think and list your answers in the boxes below.
Things you might see at night,
real or imagined.
What you might hear, real or

imagined.

What you might feel like.
What you might touch.
What or whom you could take

with you.
What season would it be?
Lesson
Title/Focus
Imagine the Night (Lesson 2)
Teache
r
Melissa Kujundzic
LEARNING OBJECTIVES
Grade 4 English language arts
GLO 4
Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.

SLOs
4.1 Enhance and Improve
Appraise own and others' work
identify the general impression and main idea communicated by peers' print and other
media texts
use pre-established criteria to provide support and feedback to peers on their oral, print and
other media texts
Students will:
1. Peer review and give feedback to each other in small groups
a. Appraise others work identifying the general impression and main idea
communicated by peers' print and other media texts.
b. Appraise others work using pre-established criteria to provide support and feedback
to peers on their oral, print and other media texts
ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:
Will walk around while students are working

Assess an example of an Imagine a Night poem page
Observe peer feedback
Examine draft copies
What is peer feed back?
What are some ways to use peer feedback?
What some questions that are helpful when giving feedback?
Draft copy
Peer Feedback
Peer Review and Feedback (lesson 2)

Alberta Program of studies English language arts
Grade 4

Handout
My Imagine a Night
Agenda
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Introduction
I will show the students an Imagine the night example that I
did.
I will ask students if they remember any of the peer review
techniques that we discussed at the end of last lesson.
Give constructive peer review feedback.
In a positive and appropriate fashion.
I will explain and post the agenda on the board as well as the
objective of this lesson.
- Explain and discuss good peer review
- Assess my Imagine the night for an example
- Give peer review in groups of 3

Time
.5 min
.5 min
1 min
Transition to Body
Learning Activity
#1
Assessments/
Differentiation:
Learning Activity
#2
Assessments/
Differentiation
Learning Activity
#3
Assessments/
Differentiation
Assessment for
Learning:
Feedback From
Students:
Feedback To
Students
- Then time for work on project

We will gather on the carpet to discuss ways to give good
peer feedback
Body
Peer Feedback
I will go over 2 different ways to give feedback
P.E.E.R.S (Ponder, Examine, Encourage, React,
Suggest)
2 stars and a wish (2 positive comments and
something they could do to improve?)
There will be a handout that has questions that can be helpful
to ask as prompts in peer review.
I will then demonstrate by using a fish bowl strategy of
what constructive peer feedback should look like
I will put an example created by me of a page from an
Imagine a Night on the smart board.
I will next get the class as a group will assess my
Imagine the night page and we will talk about the
feedback they give
When we assess, as a group, my Imagine the night poem I will
be able to formatively assess that they know how to give
constructive peer feedback.
I will divide them in to pairs
o I will have predetermined groups using their
partner clock. They will have to find there 8
oclock partner (this is whom ever they have
written at their 8 oclock time slot on their
partner clock)
They will share discuss and give constructive peer
feedback on the draft version of their Imagine a Night
poem.
Formatively check that they are using 2 stars and a wish or
PEERS as one of the ways to give feedback by walking around
and listening to them in their pairs.
I will give them class time to review and revise
their draft copy.
At this point I will go around individually and help them with
any questions and give descriptive and formative feedback on
the assignment. At the end I will assess if they need more
time by doing a thumbs up for more time thumbs down for
finished.
Closure
Formative discussion whole class and small group and
individual feedback
Thumbs up or down for more time to finish revising draft.
Exit Card
5. What are 2 types of Peer Feedback?
6. What is one positive question to ask feedback?
7. What is one negative question to ask for feedback?
8. What are some questions you have after todays
lesson?
Tell them how great the feedback I heard today was.
Formative Feedback also through out the lesson with peers

1 min
Time
20 min
15 min
30 min
.5 min
and
through
out
Time
-
5 min
1 min
Transition To Next
Lesson
and with the teacher.

I will tell them that there will be time next lesson to finish the
final copy.
Reflections
.5 min
The example for students to give me peer feedback

Page 1
----------------------------------------------------------------------------------------------Page 2
NAME:_______________________________
Imagine
a night
Imagine
a where
Nighttrees
are like skyscrapers floating above the
world, and the
crystal clear edge of the ocean touches an endless landscape of forest
and city.

Handout
Choose 1 of These 2 Ways to Give Peer Feedback
2 STARS and a Wish (Positive comments) and a (Constructive
comment)
Or
P.E.E.R.S
P onder
E xamine
E ncourage
R eact
S uggest
Peer Feedback
How to talk about a text
Begin with a positive
I noticed that
I liked this part because
Your Idea is.
You did a good job.
Ask questions
How come...?
I was wondering why...?
Why do you think?
Explain your thinking
I think so because
Well, in the text it says so,
Well that is not what I meant I meant.
That is just like when
This reminds me of
Ask for clarification
I dont understand tell me again.
Can you explain
What did you mean by
Make suggestions
I think
What about if you/we?
Maybe you should/could.
Link your Idea
Yes, but
I think that is a good idea, and also
I agree, but I also think
The ending is interesting, but maybe you could also add
Disagree constructively
I disagree with your opinion because
That is not what I think it meant because
I dont think that will work because
I dont think so because...
Lesson
Title/Focus
Imagine a Night (Lesson 3)
LEARNING OBJECTIVES

Teache
r
Melissa Kujundzic

GLO 2
SLO 2.1
SLO 2.2
effect.
SLO 2.3
SLO 2.4 Create an original text( Imagine a Night Poem)
select and use visuals that enhance meaning of oral, print and other media texts
use a variety of strategies for generating and organizing ideas and experiences in oral,
produce oral, print and other media texts that follow a logical sequence, and demonstrate
clear relationships between character and plot
produce narratives that describe experiences and reflect personal responses
Students will:
explain how the organizational structure of media texts can assist in constructing and
confirming meaning
effect.
recognize how words and repetition influence or convey meaning
select and use visuals that enhance meaning of media texts
Produce print text that follow a logical sequence and demonstrate clear relationships
between the plot of the poem
Produce narratives that describe experiences and reflect personal responses( through
reflection )
ASSESSMENTS
Observations:
Key Questions:
Products/Performa
nces:
Finished product of poem

On task formative assessment
Gallery walk
Reflection finished
Clear reflection answers
How does the language in the poem and visuals work together to show
the reader the meaning and enhance effect of the text?
How does the structure of the texts can help in making and confirming
the meaning? Does repetition affect meaning? How?
Reflect on the process of creating this assignment and include at least
2 things you learned
Have you finished your poem?
Alberta Program of Studies English Language Arts Agenda

Drafts of Imagine a Night Poems

Reflection Handout
PROCEDURE
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Assessments/
Differentiation:
Learning Activity
#2
Assessments/
Differentiation
Learning Activity
#3
Introduction
I will pass out the draft from previous class and students will
begin working and finishing their final poem.
Hands up if they feel like they know what they need to do to
finish their Imagine a Night poem assignment. We will go over
the description of the task and expectations for the final
product.
Students will finish the performance task and place in folder
given to them by me.
Students will work quietly when finishing.
Students will be positive when looking at other students work
in the gallery walk
On the board
- Finish poem and place in folder when finished
- Gallery walk
- Then write Reflections
I will tell students they can finish their poem in there desks or
at the worktable as long as they are working hard. If the
students finish early they can start the Reflection hand out.
Body
Students will finish any final drafting of the imagine the
night
Walk around to make sure everyone has finished while
formatively assessing if students are on task.
Students will do a gallery walk to look at everyones
work that they have done
Then they will get in pairs and read their Imagine a
Night to their partner
I will gallery walk as well. Formative assess that everyone is
done and ready to move to the reflection.
Students will fill out reflection handouts (Graded)
Possible to write on the computer if they are
uncomfortable printing
With the following questions
o How does the language in the poem and
visuals work together to show the reader
the meaning and enhance effect of the text?
o How does the structure of the texts can help
in making and confirming the meaning?
Does repetition affect meaning? How?
o Reflect on the process of creating this
assignment and include at least 2 things
you learned.
They will place the reflections and Imagine a Night
projects at the front of the class.
Handed in with Imagine a Night project and Reflection
Handouts
If they need more time for reflection then I will give them
more time to finish next lesson.
Closure
Imagine a Night Poem Projects handed in as well as reflection
handouts.
Time
1 min
1 min
Through
out
Will be on
the board
.5 mins
Time
10 min
10min
-
Assessments/
Differentiation
Assessment of
Learning:

20 min
2 min
Time
.5 min
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Reflection will be used as a feedback for the day

I will tell students how wonderful it was to see the amazing
poems they created and I cannot wait to read your reflections
and poems.
I will tell students that next lesson we will finish reflections if
needed and we will start to learn what concrete poetry is.
Reflections
1 min
1 min
Reflection Booklet: Imagine a Night
Answer each question in full sentences. Explain why you think that way
and make sure you answer every part of question for full marks.
1. How does the language in the poem and visuals work together to
show the reader the meaning and enhance effect of the text?
Explain why.

2. How does the structure of the texts can help in making and
confirming the meaning? Does repetition affect meaning? Explain
how.

3. Reflect on the process you took as a class and on your own to

creating this assignment and include at least 2 things you learned
while creating your final product.

Imagine a Night
Poetry
Performance
Task
Overview
Materials
Teacher
Subject
Topic/Foc
us
Melissa Kujundzic
English Language Arts
Grade 4 Poetry and Reflection
Create an original Imagine a Night poem with Reflection
Reflection handout
6 Pictures to choose from
Learner Outcomes
General
Outcomes
GLO 2
Students will listen,
speak, read, write,
view and represent to
comprehend and
respond personally
and critically to oral,
print and other media
texts.
GLO 2
speak, read, write,
comprehend and
respond personally
texts.
Specific Outcomes
Imagine a Night prompt pages
Assessment Criteria
Students provide evidence of their learning
as they
SLO 2.1
use ideas and concepts,
developed through personal
interests, experiences and
discussion, to understand
new ideas and information
explain how the
organizational structure of
can assist in constructing
and confirming meaning
SLO 2.2
explain how language and
visuals work together to
communicate meaning and
enhance effect.

Write an original version of

Imagine a Night. After
discussing and relating ideas
to personal interest or
experiences, to understand
new ideas (the picture
prompt) and information
Reflect on how does the
structure of the texts can
help in making and
confirming the its meaning?
Reflect on how they think

that language in the poem
and visuals work together to
show the reader the
meaning and enhance effect
of the text.
GLO 2
speak, read, write,
comprehend and
respond personally
texts.
GLO 2
speak, read, write,
comprehend and
respond personally
texts.
SLO 2.3
identify how specific
techniques are used to
affect viewer perceptions in
media texts
recognize how words and
word combinations, such as
repetition, influence or
convey meaning
Use the prompt and mimic

the repetition in the Poem
Imagine a Night.
Reflect on how repetition has
an effect on meaning? And
how?
SLO 2.4
Select and use visuals that
enhance meaning of print
and other media texts
Produce print and other

media texts that follow a
logical sequence, and
demonstrate clear
relationships between
character and plot
As they select visuals to

enhance and influence the
meaning of their poems
Reflect on the process of
creating this assignment and
include at least 2 things you
learned.
Produce narratives that

describe experiences and
reflect personal responses
Student Task Description

Imagine a Night Poetry
You, poet extraordinaire, have been asked to assist Sara L. Thomson in
her newest project. She is creating a new version of Imagine a Night.
She has given you 6 magic realism pictures and asked you choose at
least three to create your own pages of poetry for Imagine a Night.
Task:
1) In the first class
a) You will choose 3 or more Magic realism pictures from the 6 that
have been given to you.
b) You will use each photo to create one stanza to match the magic
realism picture.
c) You will use special pieces of paper (that I will give to you) to write
your stanza on.
d) There will be one page per picture this means one stanza per
picture.
e) Your stanza will describe what you think the night would be like in
the picture.
f) Make sure that your visual and text is clearly related but be
creative!
g) Make sure you use the phrase Imagine a night at the start of each
stanza.
i) Imagine a night where
ii) Imagine a night when
2) On the second class we will do a peer review and feedback session.
a) Then you have time to make any changes to your poem you feel
are necessary
3) On the last day after you each have finished your final copy
a) then we will have a gallery walk to show our work.
b) you will fill out a reflection with questions about the assignment
(make sure you answer all aspect of the question)
c) Your Poem and Reflection will be handed in at the end on the third
class.
4) The Poem and the Reflection will be graded.
Poem checklist
Does my text communicate clearly what I think is happening in the
picture?
Am I using my own ideas?
Does my poem look like the same format as Sarah L. Thomsons
Imagine a Night?
Is my poem in a logical sequence?
Is my poem easy to follow?
Reflection Checklist
Did I answer every aspect of the questions?
Did I elaborate on how, what, and why?
Did I answer in full sentences?
If I do not understand the question did I ask the teacher?
Now lets get Imagining!

Assessment Criteria
Level
Criteria
Poem
Visuals and
meaning
(2.4: Select and

use visuals that
enhance
meaning of print
and other media
Excellent
Proficien
t
Adequat
e
Visual is
very clearly
used
thorough out
the poem to
enhance and
connect
meaning to
text.
Visual is
used
relatively
well and
clear
thorough out
the poem to
enhance and
connect
The visual
used lacks
clarity
thorough out
the poem to
enhance and
connect
meaning to
text.

Insufficie
nt /
Limited *
Blank *
Visual is not
often used
to enhance
and connect
meaning to
text in the
poem.
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
texts)
meaning to
text.
Content
(2.1:use ideas
and concepts,
developed
through
experiences and
discussion, to
understand new
ideas and
information)
(2.4:Produce
print text that
follow a logical
sequence and
demonstrate
clear
relationships
between the plot
of the poem and
the character (in
this case the
visual))
Reflection
(2.4:Produce
narratives that
describe
experiences and
reflect personal
responses)
(2.2: explain
how language
and visuals work
together to
communicate
meaning and
enhance effect.)
Shows a
complete use
of Imagine a
Night poem to
understand
and develop
their own
original
Imagine a
Night Poetry
Shows a
somewhat
complete use
of Imagine a
Night poem to
understand
and develop
their own
original
Imagine a
Night Poetry
Shows a
minimal use
of Imagine a
Night poem to
understand
and develop
their own
original
Imagine a
Night Poetry
Shows a
incomplete
use of
Imagine a
Night poem to
understand
and develop
their own
original
Imagine a
Night Poetry
Produce a
poem that
follows a
comprehensi
ve and
logical
sequence
between the
plot of the
poem to the
visual
Produce a
poem that
follows a
mostly
logical and
comprehensiv
e sequence
between the
plot of the
poem to the
visual
Produce a
poem that
follows a
somewhat
comprehensi
ve and
logical
sequence
between the
plot of the
poem to the
visual
Produce a
poem that has
no
comprehensiv
e or logical
sequence
between the
plot of the
poem to the
visual
Strong
Comprehens
ive reflection
on the
process of
creating the
poem
assignment
and include at
least 2 things
they learned.
Reflects
adequately
on the
process of
creating the
poem
assignment
and include at
least 2 things
they learned.
Partial
reflection on
the process of
creating the
poem
assignment
and include at
least 2 things
they learned.
Incomplete
reflection on
the process of
creating the
poem
assignment
and include at
least 2 things
they learned.
Strong
Comprehen
sive
reflection on
how
language
and visuals
work
together to
communicat
Thorough
reflection on
how
language
and visuals
work
together to
communicat
e meaning
and enhance

Partial
reflection on
how
language
and visuals
work
together to
communicat
e meaning
and enhance
Incomplete
reflection on
how
language
and visuals
work
together to
communicat
e meaning
and enhance
e meaning
and enhance
the text.
the text.
the text.
the text
(2.1:explain
how the
organizational
structure of
print and other
media texts can
assist in
constructing and
confirming
meaning)
Strong
Comprehens
ive reflection
on how does
the structure
of the texts
help in
making and
confirming the
meaning.
Thorough
reflection on
how does the
structure of
the texts help
in making and
confirming the
meaning.
Partial
reflection on
how does the
structure of
the texts help
in making and
confirming the
meaning.
Incomplete
reflection on
how does the
structure of
the texts help
in making and
confirming the
meaning.
(2.3: recognize
how words and
word
combinations,
such as
repetition,
influence or
convey
meaning)
Strong
Comprehens
ive reflection
on how they
think that
language in
the poem and
visuals work
together to
show the
reader the
meaning and
enhance
effect of the
text.
Thorough
reflection on
how they
think that
language in
the poem and
visuals work
together to
show the
reader the
meaning and
enhance
effect of the
text.
Partial
reflection on
how they
think that
language in
the poem and
visuals work
together to
show the
reader the
meaning and
enhance
effect of the
text.
Incomplete
reflection on
how they
think that
language in
the poem and
visuals work
together to
show the
reader the
meaning and
enhance
effect of the
text.
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.
Defense Paper
I knew before I started this course that assessment was essential to learning.
I never really grasped why or to what extent it would effect learning. I did not realize
to what extent assessment could help in the creation of a lesson. I made these
lessons using understanding by design. In essence I worked my way from the
bottom up. It is a method that the textbooks and many of our courses used and
endorsed. This way you take your outcome first and then decided how you will
assess the learning outcome and then you can create the activities in your lesson
plan to scaffold the learning. That is how I approached this performance task and
assessment. I first decided which outcomes I wanted to assess;
GLO 2
SLO 2.1
use ideas and concepts, developed through personal interests, experiences and discussion, to
understand new ideas and information
SLO 2.2
effect.
SLO 2.3
SLO 2.4 Create an original text
select visuals that enhance meaning of oral, print and other media texts
use visuals that enhance meaning of oral, print and other media texts
use a variety of strategies for generating and organizing ideas and experiences in oral, print
and other media texts
produce oral, print and other media texts that follow a logical sequence, and demonstrate
clear relationships between character and plot
produce narratives that describe experiences and reflect personal responses
I decided that a recreation poem and a reflection would be a really great

performance task to summative assessment to achieve these objectives. I think so
because I the poem will help them understand how the structure and repetition in the
poem can create meaning and enhance meaning. They can also interact with a visual
to go with the poem that will help them to think critically about how the visual and
the text of the poem interact through selection and development of the poem. A
poem follows a pattern and helps them to produce a logical sequence and
demonstrate an understanding of plot and character relationships. It shows them a
new way to produce print text using new strategies for generating and organizing
ideas and experiences in print and other media texts (such as visuals). Then I
thought I could get them to do a self-reflective assessment of their process in
creating this poem. That way the students would be participating in reflecting on
what they learned how they created the poem. I also decided it is a great way to link
what they were doing by making the poem such as using structure and repetition in
the poem and make sure they could tell me what it does, why, and how it affects
meaning. So every question I used in the reflection assessment was directly linked to
an outcome. This made it easier to assess if the outcome was clearly met. It
enhanced my clear target and purpose for this assessment. Therefore my summative
assessment was directly based on the outcomes that I wanted to achieve. Then I
developed three lesson plans that can scaffold that summative assessment. The
three consecutive lessons scaffold the students to create the performance task
effectively and successfully. I wanted to make sure it was all done in class with
materials provided so that it was a accurate measure of the students ability. Having it
all done in class eliminates any major external factors for why a student may not
finish the task. I am flexible with the task so that if the students need more time that
time is available. Clear purpose and targets are essential. I made sure that in the first
lesson my student task description was distributed so that students could refer to it
through out each lesson and know exactly why they are doing the task.
I made sure to scaffold each aspect of the task and use formative assessment
to see how the tasks and learning was moving along. Some lessons I used
observational formative assessment. This was when I needed a general idea that we
were on task and I paired it with both group and individual observation. Others times
thumbs up thumbs down or raise hand these are quick and effective ways to assess if
the class is feeling comfortable and on task. I used graphic organizer to formatively
assess students in discussion on personal experiences and relate them to the poem.
It was also a resource they could use to scaffold the poem writing process.
Lesson 2 was not included in summative assessment because I believe that it
wasnt a requirement for the outcome in my performance task but to effectively
create a poem it is important to get peer feedback. This way I you can involve
students in formative assessment and teach them how to give good descriptive
feedback and learn to become good and efficient assessors as well.
I think that every assessment tool I used in my lessons and performance task
were justified and needed to meet the outcomes. I used student involvement, clear
purpose, and clear targets to enhance my students learning which are some of the
key concepts in assessment that we talked about in our textbook. I fully agree with
these being used effectively when creating an assessment.


Imagine A Night Poetry Assessment

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Assessment Portfolio

Due: Nov 5,2013

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Imagine the Night (Lesson 1)

Students will listen to the teacher read a book.

What is do you think is happening in this picture?

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What are some strong adjectives I could use to describe this

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Book : Imagine a Night by Sarah L.

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paintings are logical but impossible.

I will ask students questions to formatively assess if they can

Students will then discuss what they see in the picture

I will go around and formatively assess what the students are

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Students will choose from 6 different pictures and will

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Examples of a magic realism picture students can choose from:

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Magical Realism Surrealistic

Magic realism Optical illusion paintings by Rob

Gonsalves from Canada.

What you might hear, real or

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What you might feel like.

What you might touch.

What or whom you could take

What season would it be?

Imagine the Night (Lesson 2)

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Will walk around while students are working

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

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- Then time for work on project

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and with the teacher.

The example for students to give me peer feedback

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Imagine a Night (Lesson 3)

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Grade 4: English Language Arts

Finished product of poem

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies English Language Arts Agenda

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Drafts of Imagine a Night Poems

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Reflection will be used as a feedback for the day

Reflection Booklet: Imagine a Night

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3. Reflect on the process you took as a class and on your own to

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Create an original Imagine a Night poem with Reflection

Imagine a Night prompt pages

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Write an original version of