Chapter 5

Assessment

First lesson plan proposition

1. Type of assessment: Summative assessment - individual
a. Assignment: constructive response
b. Delivery methods: paper and pencil
c. Type of assignment: written
d. Scoring methods: human scoring
Answer the following questions about Modernism and war poetry.
1. What are the major historical events of the 20th century? ( Four major events)
2. What trend emerges at the beginning of the 20th century and what are its main features?

3. What are its first influences in literature? Name its major poet and his poem.

4. Present the moments of the poem.

5. Explain what distant rest and helmet refer to. Provide a synonym for the word ardent.

6. What stylistic devices are:

Drunk with fatigue

Men marched asleep

Coughing like hags

How would you characterize the language used in the poem? (three adjectives: shocking, broken
and real)

7. What is the attitude of the poet towards his dead companion and towards the people
home? Why is he calling the reader my friend? (no more than 5 lines)

8. What is the meaning of the title Dulce et decorum est?

9. What are the themes of the poem?

10. What makes this poem Modern?

2. A. Type of assessment: Summative assessment - individual

a. Assignment: performance tasks and multiple choice
b. Delivery methods: paper and pencil
c. Type of assignment: written
d. Scoring methods: human scoring

1. In between 1914-1918 the world experienced:

a. WWI b. The Great Depression

c. WWII

d. Communism

2. Wilfred Owen has written:

a. Exposure

b. Anthem of the Doomed Youth c. Dulce et decorum est

d. The Soldier

3. Dulce et decorum est pro patria mori means:

a. Its sweet and honorable to die for ones country

b. Its glorious to die for ones

country c. Its cruel and terrible to die for ones country

4. The poem revels the death of a soldier. This soldier dies:
a. drown

b. by gas

c. shot

d. stabbed

5. The poet dreams about his dead companion. He feels:

a. terrified

b. helpless

c. guilty

d. indifferent

6. The poet uses several onomatopoeias in the poem. Choose the correct ones.
a.

Hoots

b. exclamation signs c. guttering, choking, drowning

d. gargling

7. What are the themes of the poem?

a. Love of ones country

b. deception with patriotism c. irony

d. pity

8. Modernism is characterised by:

a. Inclusion of daily realities
traditional beliefs

b. broken language

c. shock

d. mock of the

2. B. Type of assessment: Synoptic assessment - individual

a. Assignment: essay
b. Delivery methods: paper and pencil
c. Type of assignment: written
d. Scoring methods: human scoring
Comment on the following quote of Wilfred Owen about poetry: My subject is War, and
the pity of War. The Poetry is in the pity.
3. Type of assessment: Summative assessment - individual
a. Assignment: Media profile group work (5 Ss = 4 groups)
b. Delivery methods: PPT presentation
c. Type of assignment: oral
d. Scoring methods: human scoring
e. Timing of the Power Point Presentation: 10/group
Media profile assessment = the Ss will use pictures or headlines from newspapers and magazines
to illustrate the public perception of a particular aspect. The Ss will justify their choice of pictures.
Group 1: will make a re-presentation of Patriotism and patriotic slogans before and during the war
in Europe, U.S. and Great Britain
Group 2: will make a re-presentation of Modernity in the fields of arts and technology
Group 3: will make a re-presentation of WWI in images and in the newspapers headlines
Group 4: will make a re-presentation of Wilfred Owen biography and opinions on his work

Second lesson plan proposition

1. Type of assessment: Interim/Benchmark

2. Assignment: Group Project (1 Group = 5 Ss)
3. Delivery methods: Typed paper, PPT presentation
4. Type of assignment: written & oral
5. Scoring methods: human scoring

Time: xx/xx/2014- xx/xx/2014 (one month)

Project Deadline: xx/xx/2014

Group Power Point Presentation Deadline: xx/xx/2014 (one week after the deadline of the
project)

Structure of the project

A. Project per se = 70% of the final grade

Explore the theme of patriotism in Great Britain before and during the WWI
and the development of this theme in the poems of Wilfred Owen. Mark the
status of the poem Dulce et decorum est in Owens poetry and explore the theme
in this very poem.

Objective: to deepen the understanding of the feeling of patriotism in GB and

in Owens poetry.

Guidelines stages of the project:

planning the project
devising the investigation strategies
conducting the investigation
analysing the results
reporting on the conclusions
creating a checklist to follow the stages of the project

Guidelines table of contents

Introduction
Objectives
Methodology
Discussion

o A brief theoretical presentation of patriotism (definition and

explanations)
o Perspectives on patriotism before the war*
o Perspectives on patriotism during the war: contrasting the
homeland view and the one from the war
o Short biography of Wilfred Owen and his major works
o Owens perspective on war from the outbreak of the war and
until his death**. Owens perspective on patriotism in Dulce et
decorum est.
Conclusion

Guidelines bibliography:
*Virolli, Maurizio; Antohi, Mona (secondary author): Din dragoste de
patrie: Eseu despre patriotism i naionalism, original title: For love of
country: an essay on patriotism and nationalism, Humanitas, Bucureti,
2002
Howard, Michael, Eliot: The First World War, Oxford University Press,
Oxford; New York, 2002
*Fussel, Paul: The Great War and Modern Memory, Oxford University
Press, London, New York, 1975
**The Interational Journal Of Ethics, published by The University
Chicago Press, http://www.jstor.org

B. Project: annotated bibliography = 20% of the final grade

Definition
Annotated bibliography = a list of citations to books, articles, and documents. Each citation is
followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation.
The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the
sources cited1. It should account why the contents are here.

Cornwell University Library, How to prepare an Annotated Bibliography

Contents:

Identifying the thesis (research question/hypothesis)

methods

main conclusions and findings

compare or contrast this work with another work you have cited

Eg.
Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion
of traditional family orientations among young adults. American Sociological Review, 51 (4),
541-554.
The authors use data from the National Longitudinal Surveys of Young Women and Young Men*
to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans,
and expectations, moving them away from their belief in traditional sex roles.** They find their
hypothesis strongly supported in young females, while the effects were fewer in studies of young
males. Increasing the time away from parents before marrying increased individualism, selfsufficiency, and changes in attitudes about families***. In contrast, an earlier study by Williams
cited below shows no significant gender differences in sex role attitudes as a result of nonfamily
living.****
* methods
**identifying the thesis
***findings
****contrasting the work with another you cited

C.

Group Power Point Presentation (PPT) = 10% of the final grade

Creating the PPT: all members of the team

Presenting the PPT: all members of the team
Structure of the PPT: will respect the Guidelines from the Table of Contents & will also
include an example from the annotated bibliography
Presentation timing: 10

Format Requirements:
Writing style: Times New Roman, 1,5 line spacing

Style for the citations: APA (American Psychological Association)2

Books
Format:
Author's last name, first initial. (Publication date). Book title. Additional information. City of publication: Publishing
company.
Examples:
Allen, T. (1974). Vanishing wildlife of North America. `

Washington, D.C.: National Geographic Society.

Encyclopedia & Dictionary

Format:
Author's last name, first initial. (Date). Title of Article. Title of Encyclopedia (Volume, pages). City of publication:
Publishing company.
Examples:
Bergmann, P. G. (1993). Relativity. In The new encyclopedia britannica (Vol. 26, pp. 501-508). Chicago:
Encyclopedia Britannica.
Merriam-Webster's collegiate dictionary (10th ed.). (1993). Springfield, MA: Merriam-Webster.
Magazine & Newspaper Articles
Format:
Author's last name, first initial. (Publication date). Article title. Periodical title, volume number(issue number if
available), inclusive pages.
Note: Do not enclose the title in quotation marks. Put a period after the title. If a periodical includes a volume
number, italicize it and then give the page range (in regular type) without "pp." If the periodical does not use volume
numbers, as in newspapers, use p. or pp. for page numbers.
Note: Unlike other periodicals, p. or pp. precedes page numbers for a newspaper reference in APA style.
Examples:
Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative and
Physiological Psychology, 55, 893-896.
Kanfer, S. (1986, July 21). Heard any good books lately? Time, 113, 71-72.
Website or Webpage

Science-buddies: Writing a Bibliography: APA Format

Format:
Online periodical:
Author's name. (Date of publication). Title of article. Title of Periodical, volume number, Retrieved month day,
year, from full URL
Online document:
Author's name. (Date of publication). Title of work. Retrieved month day, year, from full URL
Note: When citing Internet sources, refer to the specific website document. If a document is undated, use "n.d." (for
no date) immediately after the document title. Break a lengthy URL that goes to another line after a slash or before a
period. Continually check your references to online documents. There is no period following a URL.
Note: If you cannot find some of this information, cite what is available.
Examples:
Devitt, T. (2001, August 2). Lightning injures four at music festival. The Why? Files. Retrieved January 23, 2002,
from http://whyfiles.org/137lightning/index.html
Dove, R. (1998). Lady freedom among us. The Electronic Text Center. Retrieved June 19, 1998, from Alderman
Library, University of Virginia website: http://etext.lib.virginia.edu/subjects/afam.html

4. Type of assessment: Summative assessment - individual

1. Assignment: essay plans individual
2. Delivery methods: Software Tool
3. Type of assignment: written
4. Scoring methods: human scoring
Requirements: students will produce an essay plan to demonstrate their preparation, planning and
reading on presenting Modernism and how Wilfred Owens poetry integrates in the Modernist
trend. This type of assignment will allow students to use their formative, self- and peer-assessment.

5. Summative assessment - individual

1. Assignment: Seen exam individual
2. Delivery methods: paper and pencil
3. Type of assignment: written

4. Scoring methods: human scoring

Requirements: Students are provided with the questions to be answered in a time-constrained
context in advance.
Questions:
1. What are the major historical events of the 20th century?
2. What trend emerges at the beginning of the 20th century?
3. What are its main features?
4. What are its first influences in British literature?
5. Who is the most important poet of the British WWI?
6. Name four of its poems.
7. What is the meaning of Dulce et Decorum est?
8. The poet presents the death of a soldier. What type of death is he talking about?
9. What is the poets attitude towards his dying companion?
10. What is the poets attitude towards the reader?
11. What are the themes of the poem?
12. Present the features of Modern language in the poem Dulce et decorum est. Add examples.
13. How would you characterise the rhyme and rhythm of the poem?
14. What stylistic devices are:

Drunk with fatigue

Men marched asleep

Coughing like hags

Hoots

15. What is the grammatical and stylistic meaning of the exclamation signs?
16. Explain the meaning of past tense simple, present tense simple and gerund in the poem.
17. Explain what distant rest, Five-Nines, flares refer to.
18. Provide a synonym for the following words: ardent, high-zest, helpless, glory, flounder,
and ecstasy, obscene.
19. For the same words, provide an antonym.
20. How was also called the poetry of WWI?