Teacher Work Sample

Allison Miller

University of Alaska Southeast

ED 688 Student Teaching

April 20, 2019


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Contextual Factors

TWS Standard
The teacher uses information about the learning-teaching context and student individual
differences to set learning goals and plan instruction and assessment.

Community, district, and school factors

I am completing my student teaching experience in Seldovia, a small community in

Southcentral Alaska separated from the state road system by ten miles of water. The nearest

larger community is Homer, where many Seldovians travel to receive health care and obtain

supplies, food, and heating and transportation fuel. The population of Seldovia fluctuates

seasonally, with year round numbers averaging around 275 residents. Of these residents, the

median age is 54, and nearly 97% are high school graduates or higher. The median household

income is $47,750, and 7.3% of the population are below poverty level. The top employment

industries in Seldovia are public administration, educational, health, and social services,

professional technical services, fishing, and retail trades. While Seldovia was traditionally a

commercial fishing community, many residents now work for the Seldovia Village Tribe, a non-

profit organization with various community outreach efforts. Seasonal work targeting growing

summer tourism is also a major industry. The racial makeup of Seldovia is predominantly white,

193 residents. 21 residents are American Indian or Alaska native alone, and 23 come from a mix

of two or more races.

The percentage of residents under the age of 18 is 16.8%, with 11.3% aged 5-14 years.

There are 30 students enrolled in Susan B. English school, a kindergarten through 12th grade

school in the Kenai Peninsula Borough School District. The school has two teachers: one teaches

kindergarten through 5th grade; another teaches 6th through 12th. The elementary class numbers

18 students, and there are 12 middle and high school students. Approximately 18 additional
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students are homeschooled in Seldovia. Families in Seldovia with school-aged children face the

threat of potentially poor instructional quality and dwindling public school funding, which

ultimately impacts the stability of community support for public education. Family involvement

in education varies greatly, with several families participating extensively in school functions

while the majority have very little involvement in their child’s education.

Classroom factors

While I’m completing my student teaching at the fourth and fifth grade levels, these

grades are situated within the K-5 classroom. The range of grade levels and associated variety of

abilities and needs is probably the dominating characteristic of this classroom. Students are

seated at desks organized in pods of varying age, which aids in the peer teaching that commonly

occurs in the class. While in any given day there are separate lessons occurring for each grade,

the high level of orderliness and routine remains a regular trait under my host teacher’s careful

subscription to schedule and explicit expectations. Students know what is expected of them and

are closely familiar with the rules and routines of the class.

The resources in the room are plentiful. There is no shortage of supplies, textual

materials, visual learning tools posted throughout the classroom, manipulatives, and each student

has a Chromebook connected to the internet. There is an extensive reading library filled with

literature and information books, and students regularly visit the well-stocked school library to

further expand their exposure to books. The school has a large gymnasium with a wide variety of

physical education equipment, as well as a pool for weekly swim lessons. For the periods of the

day in which the fourth and fifth graders are separated from the rest of the class, we will utilize

an adjoining classroom. There are far less supplies in this room, but I’m confident that students

will not need anything that isn’t just a few steps away.
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Student characteristics

As previously mentioned, the age range is the dominant contextual feature in the overall

classroom. Students aged five work alongside those entering their teens, and this characteristic

creates interesting and significant challenges and benefits. While I will be responsible for leading

the entire classroom in certain content areas and activities, the majority of my student teaching

experience will focus on the core content areas for fourth and fifth graders. The eight students

within this smaller group range from age 9 to 12. There are an even number of boys and girls

spread evenly across the two grades. One fourth grade and one fifth grade girl are Alaska Native,

one fifth grade boy is an ELL student from France, and the remaining students are caucasian.

There are two fifth grade students, a boy and a girl who are also siblings, who receive special

education support for cognitive and behavioral disabilities. The ELL student is not currently

receiving and additional support outside the main classroom, but has about a third grade level

grasp of reading and a sixth grade level of math comprehension.

In the larger classroom, there are three students in each kindergarten, first, and third

grade, and one second grader. Of these students, only two third graders are female and the rest

are male. Four boys in grades K-2 receive special education services in speech. Only two of

these 10 students in the K-3 age group are partly Alaska Native, and the rest are caucasian.

Most students in the overall classroom prefer to work in groups, although there are a few

older students who work well independently. Most all of the students enjoy visual and kinesthetic

modes of learning, and academic discussions are common and welcome, even if somewhat

distracting for those who prefer to progress independently. Of the eighteen students in K-5, seven

of them perform low on standardized tests. Seven perform at an average level in all academic

areas, and four excel in one subject area and/or complete higher grade level work. Three of these
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high-performing students are in the 4-5 class. Two of them are fifth grade boys who do sixth

grade math, and one is a fourth grade girl who excels in all areas, but also struggles with

concentration and often needs redirection. Three 4-5 graders complete grade-level work, and two

perform below their grade level in one or more subject areas. Two fourth graders and one fifth

grader struggles with reading comprehension, although one has excellent oral fluency and

another spells impeccably and has good vocabulary comprehension.

Instructional implications

The instructional implications of these contextual characteristics can be considered for

the whole K-5 classroom or limited to the 4/5 combination classroom. The community factors

affect the entire classroom, and in our remote community absences are common. Whereas in a

larger town a dental or doctor visit might cause a student to miss half a day of school, many

health-related absences in Seldovia stretch to several days to accommodate travel time. For

absences I will often need to make pacing decisions that impact entire grade level progress.

Classroom factors will also affect the entire group of K-5 students. One important

characteristic of the classroom that will impact my planning and implementation of the unit I

design will be the level of structure and routine already established by my host teacher. I’ll be

concerned that pulling nearly half of the class away from the established structure into a separate

classroom may alter their adherence to rules and routine. It will be imperative for me to strive to

provide structure that remains aligned with the current routine. I feel that this alignment will also

benefit the implications that the wide age range will contribute to instructional challenges.

As I move students into the separate 4/5 classroom, I’ll face challenges that stem more

directly from individual students’ abilities and needs. The diverse skills of students will require

me to differentiate objectives, materials, instruction, learning modes, learning outcomes, and

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assessments. The two students who have established IEPs for learning disabilities and behavioral

issues will need additional support and consideration of successful learning environments and

processes. It will also be crucial for me to coordinate plans and objectives with the special

education specialist, school administrator, and families. The fifth grade ELL student, who

struggles with reading comprehension at grade level but excels in math will need scaffolded

reading activities with ample peer discussion and cooperative learning. His high performance in

math may provide opportunities for him to apply his growing language skills in peer-led math

coaching. There is also another fifth grade student who is in the accelerated math section who

will benefit from additional challenges. The students who perform at average levels for their

grade all struggle slightly with reading comprehension. Discussions, reflection, and assessments

with this need in mind will greatly benefit their achievements and will enhance classroom

climate overall.
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Goals

TWS Standard
The teacher sets significant, challenging, varied, and appropriate learning goals.

4th and 5th Grade Alaska State Goals and Bloom’s Taxonomy Various Learner Levels and
Standards Objectives Levels Support
for
Learners
4.RL.4 Determine the meaning of Goal 1: I- find, label, relate Students will be introduced to
words and phrases as they are used in a Students II- explain, poems as mini-lessons exploring
text, including use of figurative will identify illustrate, interpret, various literary concepts used in
language and literary devices (e.g., literary rephrase, summarize narrative writing. For in-depth
imagery, metaphors, similes).
 structures III- identify individual close readings, student
5.RL.4 Determine the meaning of and devices IV- analyze, dissect, choice will be optimized, and
words and phrases as they are used in a in poetry. examine, infer, students will have opportunities to
text, including use of figurative theme learn cooperatively through
language and literary devices (e.g., V- appraise, discussion and small group and
imagery, metaphors, analogies, criticize, defend, partner work.
hyperbole).
 evaluate, judge,
4.RL.5 Explain major differences justify, perceive Learner expectations will be
between poems, drama, and prose, and differentiated by grade level and
refer to the structural elements of ability through leveled inquiry
poems (e.g., verse and rhythm) and prompts aimed at grade level
drama (e.g., casts of characters, standards, i.e. 5th graders will be
settings, descriptions, dialogue, stage expected to master
directions) when writing or speaking comprehension of more literary
about a text. devices than 4th graders.
4.W.5 With guidance and support from Goal 2: I- relate, spell, show Using a workshop approach to
peers and adults, develop and Students II- demonstrate, develop student writing through
strengthen writing as needed by will write, extend revising and editing, student
planning, revising, and editing. (Editing revise, edit, III- experiment objectives will be individualized
for conventions should demonstrate and share with, plan, utilize by teacher conferencing with
command of Language standards 1–3 original IV- assess, criteria, students based on grade level,
up to and including fourth grade.) poetry. prove ability, and interests.
W.5.5 With guidance and support from VI- compose,
peers and adults, develop and create, discuss, Expectations and
strengthen writing as needed by elaborate, imagine, recommendations for planning,
planning, revising, editing, rewriting, or improve, make up, revising, and editing will vary
trying a new approach. (Editing for modify, original slightly according to grade level.
conventions should demonstrate
command of Language standards 1–3 Students will be required to share
up to and including fifth grade.)
 their best work with peers either
4.W.6 With some guidance and support in a non-threatening classroom
from adults, use technology, including environment or anonymously (to
the Internet, to produce, edit, and classmates) in a class wiki.
publish writing as well as to interact
and collaborate with others and to
locate information about topics;
demonstrate sufficient command of
keyboarding skills to type a minimum
of one page in a single sitting.
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The learning goals I have chosen to focus on in this unit are chosen to optimize student

success and engagement. The students in this class have very little familiarity with poetry outside

of rhyming schemes, but they are accustomed to looking for details in the text to determine

theme, and have practice at identifying point of view, recognizing literary devices like

metaphors, similes, hyperbole, and imagery. Students will be engaged with the brevity of poetry

and will be able to make connections to the emotions and mood in poems. These students

appreciate and like to participate in discussions and partner work, so the mode of delivery to

transfer knowledge will be appropriate for their individual learning styles. The writing portion of

this unit will probably be a challenge for many of them, as they have claimed that they do not

enjoy writing, but I feel that they will find that writing poetry will be a pleasant and rewarding

experience in comparison to other types of writing they have done in the class. Optimizing

choice and personal writing will enhance engagement and individual conferencing will provide

them with the focused and targeted attention to their accomplishments they crave. Giving

students opportunities to experience writing as a process, share their writing, and see their

writing improve will be an enjoyable lesson in growth and reflection.

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Assessment Plan
TWS Standard
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess
student learning before, during, and after instruction.
Learning Assessments Format of Assessment
Goals
Match centers to word bank
Pre- checklist: Examples of various
Assessment styles of poetry, structural
elements, and literary devices.
Students will match word
bank terms to examples.
Goal 1:
Students will
identify Formative There will be both informal
literary Assessment formative assessments that
structures take place during
discussions while analyzing
and devices
poems, and more formal
in poetry.
written assessments
involving identification of
literary devices in poems.
Written assessments will be
worksheets asking students
to label similes, metaphors,
hyperbole, rhyme, rhythm,
onomotopaeia, and imagery
in poetry.
Post- Students will again match
Assessment examples in poetry centers
of various styles of poetry,
structural elements, and
literary devices to
terminology in a word bank.
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Adaptations
Repeat and modify
instructions, as needed.
Examples will be high-
interest and selected
according to grade level
appropriateness, and will be
familiar when possible.
For written assessments:
Provide models and
assistance as needed.
Provide multiple
explanations and model
expectations. Reteaching
and correction of
incorrect answers will be
allowed.
For discussion
assessments: Provide
verbal cues and plenty of
wait time for Q & A. A
variety of cold-calling,
volunteered answers,
partner think-pair-share,
and small group response
will be employed.
Repeat and modify
instructions, as needed.
Examples will be high-
interest and selected
according to grade level
appropriateness, and will be
familiar when possible.
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Pre- Free choice student poetry
Assessment sample. Students will provide a
writing sample given the prompt
to write a poem about a
cherished memory.
Formative Throughout the writing process,
Assessment student progress and
understanding will be assessed
in the different stages of the
writing process: prewriting;
drafting; revising; and editing.
Formative assessments will be
conducted by teacher through
Goal 2: conferencing and commenting
Students will on written work.
write, revise, Student poetry portfolios will
edit, and include documentation of each
share stage of the writing process for
original student’s choice of two original
poetry. poems. Conferences will be
held between each student and
teacher, evaluating both effort
and outcome.
Post- Free choice student poetry
Assessment sample. Students will provide a
writing sample.
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Writing prompt will be given
after poetry structures have
been introduced so that
students have models for
different styles of poetry.
Student choice will be
optimized by allowance of
any style of poetry.
Student choice will be
optimized by allowing
students to choose which
style of poetry they wish to
write. Teacher will model
each stage of the writing
process and provide
examples and clear
expectations. Students will
benefit from peer
conferencing, class
discussions, and targeted
feedback for each individual.
Evaluation rubric will be
provided to all students.
Students will be guided in
selection of portfolio
contents for evaluation.
Conferencing will be
scheduled and practiced, so
that students will be prepared
for final evaluation of
portfolio. Evaluation of
portfolio will target progress,
and conferences will explore
student growth in writing.
Evaluation rubric will be
provided to all students.
Student choice will be
optimized by allowance of
any style of poetry.
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Evaluations of Assessments:

Goal 1: Assessment measures for Goal 1 will be quantitative. Assessment scores reflect

percentage of accurate identification of poetic structures and literary devices used in poetry.

Students will not be graded on the pre-assessment, but scores will be retained for comparison

with the post-assessment. Assignments collected for formative assessments will be entered as

either collected or missing, and students will be given the opportunity to correct inaccuracies

until they meet the standard of proficiency. This will ensure that all students will meet levels of

proficiency with little to no assistance. Scores on the final post assessment test will be entered in

the grade book, correlating with a final proficiency level.

Goal 2: Assessment measures for Goal 2 will be a combination of qualitative and

quantitative. Using the 6 Traits of Writing Rubric, student writing will be assessed for

completion and quality. Pre-assessment samples will not be entered or given immediate

feedback, but will be retained for inclusion in student portfolios to compare and show progress.

Formative assessment of student work will occur at predetermined intervals during the writing

process, and each student will conference with teacher during each stage. Student work will be

collected and recorded for each stage of the writing process as being completed, but not scored.

During conferences, students will record at least one major revision suggestion they would like

to implement in their writing. Teacher will provide written and verbal feedback of student work,

focusing on the writing process more than writing product. Conference discussions will cover

possible rubric scorings, areas of strength and improvement, and ways to move forward. Final

portfolio evaluation will be a cumulative review of individual student progress in writing poetry.

Previous drafts, feedback, indications of rubric scores, and follow-through of improvement

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suggestions or reasons for not revising as intended will be reviewed through conferencing. Final

conference will also address students’ growth in peer conferencing and providing peer

suggestions. Portfolio scores will be entered in the grade book according to level of proficiency.

Formative Assessments:

Goal 1: Formative assessments for Goal 1 will fall under two categories, that of checking

for understanding informally through class discussions and individual conversations, and more

formal written assessments of worksheets. Verbal assessments will serve to make instruction

more immediately responsive and adaptive to student needs. Written assessments will focus on

students’ ability to accurately identify styles and structural elements of poetry, as well as literary

devices employed by authors of poetry. Students will have opportunities to correct inaccurately

identified elements until they reach proficiency. Only once students have been deemed proficient

will scores be entered in the grade book as either independently proficient or proficient with

assistance.

Goal 2: Formative assessments for Goal 2 will be centered on student conferences with

the teacher about individual student progress. At each stage of the writing process, students will

individually meet with the teacher to discuss strengths and areas needing improvement.

Conferences will focus on the individual writing process more than comparative quality of

writing, as each student will display his or her own level of writing quality. Conferences will

address the 6 Traits of Writing Rubric, with students self-assessing their work through reflection

on details. Teacher will offer suggestions for improvement by inquiring about the students’

process of writing, offering ideas to help students improve their own rubric scores. Students will

record suggestions they wish to pursue, and future conferences will address the extent to which
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those suggestions were completed. Students will retain all documentation of conferences and

drafts of writing for their portfolios. Students will also be evaluated on their peer conferencing

skills by the peers they interact with.

Six Traits of Writing for Poetry Rubric

Traits Poetic Professional Proficient Poet Beginning Poet

Idea & Content

Theme is Main theme is No clear main
interesting and known.
theme.

(Main Theme &

Details are good.
Very little detail.
Details) obvious. Details are
strong and
powerful.

Organization
Structure of poem Structure is Structure does not
is creative and appropriate and show organization.

(Structure)
adds to the theme ideas are
of poem.
organized.

Voice
Tone of voice Voice shows tone Tone of voice is
supports theme. and emotion.
unknown or flat.
(Tone & Emotion)
Strong, powerful Little or no emotion
emotions is shown.

Word Choice
Choice of words is Choice of words is Choice of words is
effective, with appropriate and weak. Reader
(Rhyme or
Imagery) powerful and exact meaningful.
struggles to
verbs and nouns. understand.

Sentence Fluency
Poem has smooth Poem can be read Confusing flow
rhythm and flow. with a rhythm. No causes need for re-
(Rhythm & Flow)
awkward or jerky reading.

flow.

Conventions
Perfect spelling, Spelling, Numerous errors
punctuation, and punctuation, and cause reader
(Spelling,
grammar is very
Punctuation & grammar. confusion or re-
good with only a
Grammar) Exceptions are reading.
few errors.

intended and add

to overall effect.
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Design for Instruction

TWS Standard
The teacher designs instruction for specific learning goals, student characteristics and
needs, and learning contexts.

To pre-assess students for this unit, I implemented two exercises. The first was a quiz in

which they matched terminology of poetic structure and elements to examples of these terms.

This quiz was designed in order to assess prior knowledge of the first goal of the unit:

students will identify literary structures and devices in poetry. The second pre-assessment

exercise students completed was a sample of original poetry. Student poems were evaluated

according to the poetry rubric on the six traits of writing. This exercise was designed to assess

the second learning goal of the unit: students will write, revise, edit, and share original

poetry. The results of these pre-assessment assignments are represented below in graphs.

Results of Pre-Assessment

Goal 1

3
# Correct Responses

0
Cinquain Free Verse Acrostic Shape Haiku Limerick

Goal 1

2
# Correct Responses

0
alliteration onomatopoeia metaphor hyperbole personification stanza simile line
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Goal 2

11
Rubric Score out of 21

0
Ideas & Content Organization Voice Word Choice Sentence Fluency Conventions

Student patterns of knowledge overall show no real familiarity with any type of poem or

poetic elements. This indicates that students need instructions in learning goals and objectives for

reading poetry, Goal 1. Student patterns of familiarity with writing poetry indicate that all

students will benefit from direct instruction in the six traits of writing and the writing process of

writing, revising, editing, and sharing the poems that they write, Goal 2.
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Poetry Unit Design

Student Name: Allison Miller Intended Grade Level of Unit: 4 & 5

Theme of Unit: Poetry Content Area: Language Arts

Classroom Demographics: 4 boys and 4 girls. 3 fourth graders: 2 girls (one white, one Alaska Native), 1 boy.
All read at grade level. 5 fifth graders: 2 girls (one white, one partially Alaska Native), 3 boys (all white, one
French) Three fifth graders read at grade level. One girl reads at fourth grade, French boy reads at third grade
level. One fifth grade boy in class has IEP for behavioral and cognitive challenges associated with FAS. His sister
also struggles, but has little trouble behaviorally. One additional girl in class is believed to have slight FAS, but
does not have an IEP.

Alaska Content Standards:

4.RL.4 Determine the meaning of words and phrases as they are used in a text, including use of
figurative language and literary devices (e.g., imagery, metaphors, similes).

5.RL.4 Determine the meaning of words and phrases as they are used in a text, including use of
figurative language and literary devices (e.g., imagery, metaphors, analogies, hyperbole).

4.RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements
of poems (e.g., verse and rhythm) and drama (e.g., casts of characters, settings, descriptions, dialogue,
stage directions) when writing or speaking about a text.
4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including fourth grade.)
5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including fifth grade.)

4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce,
edit, and publish writing as well as to interact and collaborate with others and to locate information
about topics; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a
single sitting.
Transfer Goal(s) - Students will identify literary structures and devices in poetry. Students will write,
revise, edit, and share original poetry.
BIG IDEA of the Unit: Creative Expression
STAGE 1 – Essential Questions and Enduring Understandings (Bank of EUs and EQs for Unit)
Enduring Understanding(s) Essential Questions to be Considered:
Students will understand that poetry employs What techniques do poets use to create impacts
literary devices and structures to affect readers. that differ from reading other narrative writing?
What techniques are similar?

Objectives/Learning Targets: Assessments

Goal 1: Students will identify literary structures
and devices in poetry.
Goal 2: Students will write, revise, edit, and
share original poetry.
Pre-Assessments: Matching Quiz, Student Poems
Formative Assessments: Discussions, Poem Drafts,
Conferences
Summative Assessments: Poetry Lap Book, Post-
Assessment Quiz
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STAGE TWO: Culminating Performance Task

Culminating Performance Task –
Students will be working on poetry portfolios that express their experiences in the writing process.
Their use of literary poetic elements in their own work will portray their knowledge and ability to apply
it. They will also present their Poetry Graphic Organizers in small groups.
STAGE THREE: Learning for Understanding/ Instructional Activities
Pre-Requisites for the entire unit: Students should be at grade level reading and writing.
Unit Overview/Introduction/Main Hook : Students have encountered intriguing poems during
independent reading time that they approached on their own through reading choice. It will be effective
to refer to these books of poetry to draw them into discourse on poetry.
Lesson Mini- Process, Product, Lesson closure Specific strategies
hook
Materials for lesson #1: Examples of poetry that portray literary elements and poetry styles; Poetry Pre-
Assessment; lined paper for student poetry samples; pencils; 6 traits of writing poetry rubric
Objectives and Essential Questions for lesson #1: Objective is to assess student current knowledge
poetry. What do you already know about reading and writing poetry?
Standards/Content areas covered in lesson #1: 4.RL.4, 5.RL.4, 4.RL.5, 4.W.5, 5.W.5
Lesson 1 Displ Process: To prevent students
Unit Pre- ay 1) Poetry Styles and Elements Matching Pretest from looking at one
Assessment poetry 2) Collect Student Poetry Sample another’s tests, filter
in Product: them through the
visual Pretest and Poem Sample center singly.
center Closure:
s Assure students that they will be learning everything
they didn’t know in the pretest, as well as tips for
writing their own poetry
Materials for lesson #2: engaging poem to read aloud, short story on same topic as poem, poster paper,
portfolio folders for all students; Poetry Portfolio Requirement Checklist
Objectives and Essential Questions for lesson #2: Goal 1: Students will identify literary structures and
devices in poetry. What is poetry and how is it different from other narrative writing?
Content areas covered in lesson (from standards) #2: 4.RL.4, 5.RL.4, 4.RL.5
Lesson 2 Poem Process: Be sure to involve all
What is Read 1) Discussion: Compare/Contrast Poetry with other students in
Poetry? Aloud narrative writing in Venn Diagram discussion, having
2) Unit Learning Goals each contribute to
3) Unit Expectations and Requirements: Portfolio Venn Diagram.
Introduction and Checklist Provide written as
Product: Class Venn Diagram, Exit Ticket well as oral
Closure: Provide time for questions and circle back to requirements and
EU to have students summarize answers in Exit Ticket expectations
MILLER TWS !18

Materials for lesson #3: Free Verse poem to read aloud; copies of poem for each student; projection
technology to collectively view poem and annotate for identification of structural elements. White
poster paper and markers for annotating projected poem; examples of Poetry Graphic Organizer (PGO);
PGO guidesheet; construction paper; lined paper; glue; markers; writer’s notebook; pencils and erasers
Objectives and Essential Questions for lesson #3: Goal 1: Students will identify literary structures and
devices in poetry. Goal 2: Students will write, revise, edit, and share original poetry. What are the
structural elements of poetry?
Content areas covered in lesson (from standards) #3: 4.RL.4, 5.RL.4, 4.RL.5, 4.W.5, 5.W.5
Lesson 3 Poem Process: Accentuate line
Line, Read- 1) Guided Appreciation of mentor poem: identify breaks with pauses,
Stanza, aloud structural elements meter and rhythm
Meter and 2) Explicit instruction on line, stanza, meter, rhythm- with expressive
Rhythm: students identify elements cooperatively on paper reading.
Free Verse poem is projected on, and transfer to individual Cold call on students
Poetry copies. to annotate poem,
highlight 3) Begin construction of foldable Poetry Graphic using student
Organizer (PGO) suggestions when
4) Mini-lesson: Maintaining Writing Ideas- Choosing needed.
what to write about Optimize choice in
5) Poetry Workshop: Students will write an un-rhymed color and placement
poem with attention to line, stanza, meter, and in PGO construction.
rhythm use. They will continue to revise, Optimize choice in
conference, and edit previously composed poems. what students write
Products: Student copies of annotated poem; PGO about, offering
entries on line, stanza, meter, rhythm, and free verse suggestions, but
poems; student free verse poem encouraging them to
Closure: Poem Share- Student volunteers will share use their writing
poetry in read-aloud, reflecting on their use of structural territories list.
elements.
Materials for lesson #4: Cinquain poem with good imagery and sensory details to read aloud; copies of
poem for all students; projection technology to collectively view poem and annotate for imagery and
sensory detail. White poster paper and markers for annotating projected poem; student PGOs;
construction paper; lined paper; glue; markers; writer’s notebook; pencils and erasers; student laptops;
conference suggestion sheets
Objectives and Essential Questions for lesson #4: Goal 1: Students will identify literary structures and
devices in poetry. How is imagery and sensory detail used in poetry? What is a cinquain poem and how
do I write one?
Content areas covered in lesson (from standards) #4: 4.RL.4, 5.RL.4, 4.RL.5, 4.W.5, 5.W.5
MILLER TWS !19

Lesson 4 Poem Process: Read poem with

Imagery and Read- 1) Guided Appreciation of mentor poem: reflect on expression,
Sensory Aloud imagery and sensory detail, noting how it affects accentuating details.
Detail in visualization Cold call on students
Poetry: 2) Explicit Instruction on Cinquain Structure- students to annotate poem,
Cinquain annotate poem cooperatively to identify previously using student
Highlight learned elements, then transfer to their individual suggestions when
copies needed.
3) Add PGO entries on Imagery, Sensory Detail, and Optimize choice in
Cinquain color and placement
4) Mini-lesson (target TBA) in PGO construction.
5) Poetry Workshop: Students will write cinquain Optimize choice in
poems utilizing imagery, sensory detail, and what students write
emotions. They will continue to revise, conference, about, offering
and edit previously composed poems. Students will suggestions, but
revise or write new free verse poems focusing on encouraging them to
emotions. use their writing
Product: Student copies of annotated poem; PGO entries territories list.
on imagery, sensory detail, and cinquain poems; student Workshop
cinquain conferences should
Closure: Poem Share- students will read aloud and always focus on the
reflect on their use of imagery and sensory detail in their writing process to
cinquain improve product.
Materials for lesson #5: Acrostic poem with alliteration to read aloud; copies of poem for all students;
projection technology to collectively view poem and annotate. White poster paper and markers for
annotating projected poem; student PGOs; construction paper; lined paper; glue; markers; writer’s
notebook; pencils and erasers; student laptops
Objectives and Essential Questions for lesson #5: Goal 1: Students will identify literary structures and
devices in poetry. Goal 2: Students will write, revise, edit, and share original poetry. How is alliteration
used in poetry? How do I write an acrostic poem?
Content areas covered in lesson (from standards) #5: 4.RL.4, 5.RL.4, 4.RL.5, 4.W.5, 5.W.5
Lesson 5 Poem Process: Read poem with
Alliteration: Read- 1) Guided Appreciation of mentor poem: continue expression.
Acrostic Aloud identifying structure, imagery, sensory detail, and Cold call on students
Poems emotions, as well as alliteration to annotate poem,
2) Explicit Instruction on Acrostic structure- using student
cooperative annotation of poem, identifying suggestions when
previously learned elements and alliteration. needed.
Students transfer notes to individual copies of poem. Optimize choice in
3) Add PGO entries on alliteration and acrostic poems color and placement
4) Mini-lesson (target TBA) in PGO construction.
5) Poetry Workshop: Students will write an acrostic Optimize choice in
poem focusing on alliteration in each letter what students write
Product: Student copies of annotated poem; PGO entry about, offering
on alliteration and acrostic poems; student acrostic poem suggestions, but
Closure: Poem Share- students will read aloud and encouraging them to
reflect on their use of alliteration use their writing
territories list.
MILLER TWS !20

Materials for lesson #6: Poem with similes, metaphors, personification to read aloud; copies of poem
for all students; projection technology to collectively view poem and annotate. White poster paper and
markers for annotating projected poem; student PGOs; construction paper; lined paper; glue; markers;
writer’s notebook; pencils and erasers; student laptops; conference suggestion sheets
Objectives and Essential Questions for lesson #6: Goal 1: Students will identify literary structures and
devices in poetry. Goal 2: Students will write, revise, edit, and share original poetry. What are
metaphors, similes, and personification, and how are they used in poetry?
Content areas covered in lesson (from standards) #6: 4.RL.4, 5.RL.4, 4.RL.5, 4.W.5, 5.W.5
Lesson 6: Poem Process: Read poem with
Literary Read- 1) Explicit Lesson on Similes, Metaphors, expression.
Devices: Aloud Personification in Poetry Cold call on students
Simile, 2) Guided Appreciation of Mentor poems: identify to annotate poem,
Metaphor, literary devices by cooperative annotation using student
Personificati 3) PGO entries for simile, metaphor, personification suggestions when
on 4) Mini-lesson: refreshing word choice needed.
5) Write our own similes, metaphors Optimize choice in
6) Poetry Workshop: students will conference with color and placement
teacher and peers, continue to write new material, in PGO construction.
and revise old drafts Optimize choice in
Product: Student copies of annotated poem; PGO what students write
entries; student similes, metaphors, personification about, offering
Closure: Literary Device Share- students will read aloud suggestions, but
their best literary device and reflect on how they can use encouraging them to
it in a poem they will write or have already written. use their writing
territories list.
Materials for lesson #7: A variety of haikus to read aloud with examples of similes, metaphors, and
personification; copies of poem for all students; projection technology to collectively view poems and
annotate. White poster paper and markers for annotating projected poems; student PGOs; construction
paper; lined paper; glue; markers; writer’s notebook; pencils and erasers; student laptops; conference
suggestion sheets
Objectives and Essential Questions for lesson #7: Goal 1: Students will identify literary structures and
devices in poetry. Goal 2: Students will write, revise, edit, and share original poetry. How can you use
literary devices in poetry? How do I write a haiku?
Content areas covered in lesson (from standards) #7: 4.RL.4, 5.RL.4, 4.RL.5, 4.W.5, 5.W.5
Lesson 7: Poem Process: Read poem with
Haiku read- 1) Guided Appreciation of Mentor poems: Identify expression.
Highlight aloud Literary Devices in mentor poems- students Cold call on students
collaboratively annotate projected poem and transfer to annotate poem,
notes to individual copies. using student
2) Structure of Haikus and variations suggestions when
3) PGO entry for haikus needed.
4) Mini-lesson: Topic TBA Optimize choice in
5) Poetry Workshop: Write Haikus from Writing color and placement
Territories focusing on literary devices and in PGO construction.
refreshing word choice; conferences; revision work Optimize choice in
Product: Student copies of annotated poem; PGO what students write
entries; student haikus about, offering
Closure: Poem Share- students will read aloud their best suggestions, but
haiku and reflect on their use of literary devices encouraging them to
use their writing
territories list.
MILLER TWS !21

Materials for lesson #8: Shape poem to read aloud with examples of onomatopoeia, repetition, rhythm;
copies of poem for all students; projection technology to collectively view poems and annotate. White
poster paper and markers for annotating projected poems; student PGOs; construction paper; lined
paper; glue; markers; writer’s notebook; pencils and erasers; student laptops
Objectives and Essential Questions for lesson #8: Goal 1: Students will identify literary structures and
devices in poetry. Goal 2: Students will write, revise, edit, and share original poetry. What is
onomatopoeia, and how is it used in poetry? How is repetition and rhythm used in poetry? How do I
write a shape poem?
Content areas covered in lesson (from standards) #8: 4.RL.4, 5.RL.4, 4.RL.5, 4.W.5, 5.W.5
Lesson 8: Poem Process: Read poem with
Onomatopo Read- 1) Guided appreciation of mentor poem for sound, expression.
eia, Aloud repetition, rhythm Cold call on students
Repetition, 2) Explicit lesson on onomatopoeia, repetition, rhythm, to annotate poem,
and and shape poetry- students annotate projected poem using student
Rhythm- collaboratively and transfer notes to individual suggestions when
Shape Poem copies. needed.
Highlight 3) PGO entries Optimize choice in
4) Mini-Lesson: Topic TBA color and placement
5) Poetry Workshop: Students write shape poem in PGO construction.
focusing on onomatopoeia, repetition, rhythm. Optimize choice in
Product: Student copies of annotated poem; PGO what students write
entries; student shape poems about, offering
Closure: Poem share- students will read aloud and suggestions, but
reflect on their uses of learned elements. encouraging them to
use their writing
territories list.
Materials for lesson #9: Limerick poem to read aloud with example of hyperbole; copies of poem for all
students; projection technology to collectively view poems and annotate. White poster paper and
markers for annotating projected poems; student PGOs; construction paper; lined paper; glue; markers;
writer’s notebook; pencils and erasers; student laptops; conference suggestion sheets
Objectives and Essential Questions for lesson #9: Goal 1: Students will identify literary structures and
devices in poetry. Goal 2: Students will write, revise, edit, and share original poetry. What is
hyperbole, and how is it used in poetry? How do I write a limerick?
Content areas covered in lesson (from standards) #9: 4.RL.4, 5.RL.4, 4.RL.5, 4.W.5, 5.W.5
Lesson 9 Poem Process: Read poem with
Hyperbole Read- 1) Guided appreciation of mentor poem: exaggeration expression.
and Aloud 2) Explicit lesson on Hyperbole- students annotate Cold call on students
Limericks projected poem and transfer notes to individual to annotate poem,
copies using student
3) PGO entries suggestions when
4) Mini-Lesson: Topic TBA needed.
5) Poetry Workshop: Students will write Limericks and Optimize choice in
continue to work on previously composed poetry color and placement
Product: Student copies of annotated poem; PGO in PGO construction.
entries; student limerick poems Optimize choice in
Closure: Poem share- students will read aloud and what students write
reflect on their uses of learned elements. about, offering
suggestions, but
encouraging them to
use their writing
territories list.
MILLER TWS !22

Materials for lesson #11: writer’s notebooks, poetry portfolios, student laptops; suggestion sheets
Objectives and Essential Questions for lesson #11: Goal 1: Students will identify literary structures and
devices in poetry. Goal 2: Students will write, revise, edit, and share original poetry. What do I need to
focus on in my previous drafts to improve my portfolio?
Content areas covered in lesson (from standards) #11: 4.RL.4, 5.RL.4, 4.RL.5, 4.W.5, 5.W.5
Lesson 12: Mini- Process: Continue to focus on
Preparatory lesson 1) Teacher-Student Conferences to help students target writing process in
Poetry on their final workshop efforts conferences, but
Portfolio maxi Product: Conference suggestion sheets, Portfolio stress the editing
Conferences mizin Checklists portion more as
g Closure: Status of the Class round-robin- students will students finalize
confer close by announcing what they will be working on to pieces.
ences finalize their portfolios. Teacher will record. Encourage students to
conference with
peers.
Explicitly assist
students with
checklist completion.
Materials for lesson #12: Examples of poetry that portray a wide variety of poetic elements and poetry
styles, marked for matching individual test items; Post-tests; student portfolios; student laptops; student
PGOs; lined paper and pencils; flip grid program
Objectives and Essential Questions for lesson #12: Goal 1: Students will identify literary structures and
devices in poetry. Goal 2: Students will write, revise, edit, and share original poetry.
Content areas covered in lesson (from standards) #12: 4.RL.4, 5.RL.4, 4.RL.5, 4.W.5, 5.W.5
Lesson 13: Displ Process: Students should once
Poetry Post ay 1) Students will demonstrate their summative again filter through
Assessment new understanding of poetic structure and literary the poetry centers
poetry devices with the matching activity in the pre-test. singly to avoid seeing
center 2) Students will have time to wrap up their portfolio one another’s
s on finalization, and will be given the opportunity to answers.
walls present their final poetry portfolio by reading aloud Provide students with
to a poem they wrote of their choice, either before the plenty of guidance in
pique class or video-recorded on flip grid. finalizing their
stude 3) Students will share their PGOs in small groups. portfolios.
nt Product: Post-tests, portfolios, PGOs Offer students the
intere Closure: Students will reflect on the previous EU: What choice of presenting
st is poetry and how is it different from other narrative their best poem in
writing? They will write a reflective essay to preface front of the class or
their portfolios. on flip grid.
Unit Closure: Bring it all together with the focus of the lesson and the Objective. Tie the closure for
each lesson in with the Main Hook, the Objective, and the Essential Question.
MILLER TWS !23

Activities

Poetry Read-Alouds and Guided Appreciation

During poetry read-alouds, I will be introducing poetic elements and literary

devices through examples of different poetry types and structures. Each poem will be

chosen for its exemplary use of the given concept explored for that lesson. Poems will be

chosen from a variety of classic, contemporary, and child-composed poetry. This will

provide students with exposure to different styles, genres, and topics for intermediate

elementary aged children. After the poem is read aloud, I plan to guide discussion about

each example to highlight the intended poetic elements and literary devices.

These activities relate to instructional goal 1 of identifying literary structures

and devices by cooperative discourse and appreciation of quality writing. Students will

be asked to share their impressions and reflect on the author’s success at incorporating

figurative language and structure. Because the pre-assessment indicated that students

were not adequately familiar with poetic concepts to meet grade level standards, these

lessons will be beneficial for acquiring the needed understanding of poetic structural

elements, figurative language, and literary devices.

Materials used for these lessons will be carefully chosen poems, poster paper

for recording student reflections, and a computer projector with Smart Board to display

the poems and record identifications of the elements of poetry.

During the guided appreciation segments of these lessons, formative

assessments will be collected informally through discussions, so that I can scaffold and

steer as needed. Students will complete cloze passages, matching terms, and short answer

worksheets to express their comprehension of content. These assessments will be

MILLER TWS !24

collected, and students will be given the opportunity to correct inaccurate answers to

achieve full understanding.

Poetry Graphic Organizer Project (Lap Books)

Students will work on these folding “lap books” throughout the unit to express

their knowledge of and ability to apply literary structures, devices, and elements to

poetry. After each read-aloud and explicit instruction, students will practice applying

their understanding and add an example and definition to their PGO/Lap book. Lap book

activities will provide students with additional opportunities to express creative ways of

thinking through design, color, and illustration. Students will cut, fold, color, and draw

while honing their poetic skills and knowledge to create an interactive and three-

dimensional product.

This project addressed both the goal 1 of identifying and describing poetic

structures and devices, while also exercising goal 2 or writing, revising, editing, and

sharing original poetry. The lap books will contain definitions, examples, and

illustrations of literary devices, figurative language, and styles of poetry. Because student

pre-assessments indicated that all students need additional instruction and practice to

meet grade level standards in these concepts, this activity will be an engaging, multi-

modal method to accentuate process in order to scaffold writing workshop procedures.

In order for students to be successful with this project, I will need to provide

them with outlines, examples, guided instructions, art supplies like construction paper,

markers, crayons, glue, and lined paper.

Student progress will be assessed through submittal and approval of lap book

entries prior to construction. Students will have opportunities after each lesson to draft,
MILLER TWS !25

submit, and make revisions of entires. During each round of submission, I will have a

chance to check for understanding and assess student comprehension. Final completion

and assessment of PGO lap books will serve as performance and summative assessment

of goal 1 and 2 of this unit.

Student Poetry Portfolio

During the writing portion of this unit, students will participate in writing workshop mini-

lessons, independent writing time, peer conferences, and teacher conferences to create a poetry

portfolio that showcases their efforts and achievements in drafting, revising, editing, and sharing

their poetry with others. The portfolio will be the culminating project for the workshop process.

Students will complete first drafts by hand, conference with myself and peers, revise and edit

electronically on their lap top word processors, and share during readings, gallery walks, and

group workshops. Portfolios will include all drafts of work, evidence of conferences, and final

drafts of three different styles of poems that portray six elements of poetic elements.

These portfolios are designed to address goal 2 focusing on the writing process, but will

simultaneously orchestrate understanding and application of goal 1. Again, pre-assessments for

both goals indicated that student proficiency fell below grade level expectations, so this activity

supports acquisition of needed skills. For students to succeed with this project, they will need

writer’s notebooks, computers with word processors, conference worksheets, a printer, and

reference books like dictionaries and thesauruses. Student progress will be assessed and recorded

with the use of the poetry rubric on the six traits during each conference and submission of

completed work. During conferences, formative assessment of student understanding will take

place by focusing on processes students use and ability to reflect on their work.
MILLER TWS !26

Technology

We will be using technology during this unit to display, examine, and annotate poetry

examples during poetry read-alouds and guided appreciation. We will use a smart board to

cooperative identify the highlighted structure, literary devices, figurative language, and

poetic elements of each poem. Students will be invited to use the technology by underlining,

circle, and otherwise “read the poem with a pencil”.

Students will also be using technology to revise, edit, and share their poetry. They will

write second drafts of work with a computer word processor and continue to revise and edit their

work to a finished piece.

MILLER TWS !27

Analysis of Student Learning

TWS Standard

The teacher uses assessment data to profile student learning and communicate

information about student progress and achievement.

Goal 1 Goal 2

90

67.5
GOAL 2 Fourth Fifth
Grade Grade
45
Students Learning Learning
Gain Score Gain
N=7
Score
22.5
HC 62.5%
AC 71.46%
MG 42.89%
0
AJ 0%
BJ
HC AC MG AJ BJ NM AW
NM 63.64%
AW 57.14%
Average 47.775% 35.51%
Learning Gain
Score

 Learning Gains for Goals 1 and 2

Classroom Learning Gain

Overall student learning in this unit can be shown in the graph above. All students

showed positive gain for both Goal 1, as well as Goal 2. The majority of students gained more in
MILLER TWS !28

Goal 1 than Goal 2, with most students gaining more than 40% in both goals. There are two

students who show no gain for Goal 2. One student did not complete the post-assessment. The

average learning gain score for Goal 1 was 55%, and for Goal 2 it was 43% (including the zero

score for the student who did not complete the assessment).

As this graph shows, all students learned a great deal, but several actual scores on the

post-assessments were quite low. Although all scores on the post-assessment for Goal 2 were

above 50% for those who completed it, three students scored a 50% or lower on the post-

assessment for Goal 1. This means that although learning gain scores indicate that students

gained more knowledge in identifying literary structures and devices in poetry, overall their

actual final post-assessment scores were higher for writing poetry.

Subgroups Learning Gain Comparison: 4th and 5th Grades

Comparison of students doing 4th grade Language

Grade 4
Arts and those doing 5th grade work Grade 5
The table and graph above show comparative 48
learning gain scores for the subgroups of students
36
participating in fourth grade language arts and those

completing fifth grade work for Goal 2: students will 24

write, revise, edit, and share original poetry. As seen
12
in the table, there are four students in the fourth

grade subgroup, and their learning gain scores

0
Goal 2
indicate that all but one student made great gains

over 50%. One student did not make any gain in learning to write, revise, edit, share, and publish

poetry. Because this post-assessment does not consider formative assessments, it would appear
MILLER TWS !29

that one student gained nothing in regards to Goal 2, but I feel that this is an inaccurate portrayal

of learning gains for this student. Although this student did not perform well for the post-

assessment, taking into account formative assessments of writing, I would have to argue that this

is an inaccurate representation of her learning for this goal. AJ wrote, revised, edited, shared, and

published original poetry that was of much higher quality than the poem she submitted for the

post-assessment.

In the fifth grade subgroup, there are three students, but only two of them completed the

post-assessment. One student was unable to submit a final poem due to absence. BJ’s score of

0% learning gain has been included in the learning gain average for this subgroup’s Goal 2.

Therefore, the learning gain score average for the fifth grade subgroup is lower than should be

expected.

These subgroups were chosen to determine at which grade level instruction was most

effective. While this unit was taught to a class of mixed abilities and grade levels, standards were

drawn from equally from both grade level standard sets. I was curious whether my expectations

for fourth graders to meet fifth grade standards was equitable. Although a score of 0% in each

subgroup lowered the average learning gain score considerably, it can be determined that

instruction was most effective for fourth grade students. With this knowledge, I can assume that

this unit was indeed appropriate and the goals were attainable for both grade levels.

Individual Learning Gain

The performance levels of two individual students have been compared in order to better

understand a low-performing student’s accomplishments and a high-performing student’s. As

MILLER TWS !30

previously mentioned, one student (AJ) in the fourth-grade subgroup showed 0% learning gain

for Goal 2, while formative assessments for the goal suggested a higher level of understanding

than the learning gain score would indicate. Another student’s learning gain score for Goal 2

suggesting further analysis was MG. While the learning gain score for Goal 1 for this student

was quite high (85%), the score for Goal 2 was the much lower (43%). Because reading and

writing are so intricately tied, I was curious as to why one the gain scores for each goal could so

drastically differ.

In considering AJ’s learning gain score of 0% for writing poetry (Goal 2), I have

mentioned that although the student had indeed written, revised, edited, shared, and published

original poetry in the Poetry Workshop, the poem submitted for the post-test was of significantly

lower quality than other pieces written in the Workshop. As outlined in the assessment plan, the

post-assessment writing sample allowed free-choice for students. The more structured formative

assessment of reviewing the poetry portfolio turned out to be the more revealing look into the

developing writer’s attainment of Goal 2. AJ employed more of the literary devices in writing

poetry than the post-assessment poem sample employed.


MILLER TWS !31
MILLER TWS !32

The other student who portrayed an unexpectedly low learning gain score for Goal 2,

MG, made great learning gains in Goal 1: identifying literary devices and poetic structure in

poetry. This student scored 12/14 on the post-test matching activity. Because writing poetry

depends on one’s knowledge of the elements and structure of poetry, it seems it should follow

that writing poetry would greatly improve as well. Looking closer at this student’s formative

assessment writing portfolio, one can see that use of literary devices was not prevalent in writing

poetry. The student seemed focused on structure and the novelty of experimenting with different

syllable counts and structures. In conferences with this student, it was difficult to persuade a

different approach to writing poetry. So for this student, although Goal 1 was easily attainable,

the application of that knowledge when

used to further Goal 2 was not a priority.

MILLER TWS !33

Learning Gain Score- Goal 1

1 2 3 4 5 6 7 8
Students Raw Raw Pretest Post Test Actual Potential Learning
Score Score percentage Gain Gain Gain
N=7 Percentage
Pretest Post Test Score Score Score
Top Top
possible possible
=14 = 14
HC 1 10 7% 71% 64% 93% 69%
AC 5 12 36% 86% 50% 64% 78%
MG 1 12 7% 86% 79% 93% 85%
AJ 1 4 7% 29% 22% 93% 24%
BJ 0 6 0% 43% 43% 100% 43%
NM 2 7 14% 50% 36% 86% 42%
AW 3 8 21% 57% 36% 79% 46%
Average Learning Gain Score 55%
MILLER TWS !34

Learning Gain Score- Goal 2

1 2 3 4 5 6 7 8
Students Raw Raw Pretest Post Test Actual Potential Learning
Score Score percentage Gain Gain Gain
N=7 Percentage
Pretest Post Test Score Score Score
Top Top
possible possible =
= 18 18
HC 6 13.5 33% 75% 42% 67% 63%
AC 11 16 61% 89% 28% 39% 72%
MG 11 14 61% 78% 17% 39% 44%
AJ 9 9 50% 50% 0 50% 0%
BJ 6 33%
NM 7 14 39% 78% 39% 61% 64%
AW 9 11 50% 79% 29% 50% 58%
Average Learning Gain Score 43%
MILLER TWS !35

Reflection and Self-Evaluation

TWS Standard
The teacher analyzes the relationship between his or her instruction and student
learning in order to improve teaching practice.

The learning goal my students were most successful at was Goal 2: Students will write,

revise, edit, and share original poetry. I believe this is due to several circumstances. First, the

nature of the objective was not just quantitative in terms of how performance was assessed for

each student, so there was more room for opinion, preferences, and individuality from both the

learner and assessor’s perspective. Whereas Goal 1 was a test for which quantitative scores were

indicative of correct and incorrect answers, the writing goal was a qualitative judgement on the

proficiency of the students’ writing skills. Students were assessed in six different areas of

writing, which meant that the final writing score was somewhat flexible for different learning

styles and writing strengths. A student who was especially strong in writing structure, but weak

in word choice could potential score the same as another who made strong word choices, but

lacked organizational skills in writing.

Another reason why students may have been more successful in Goal 2 is my one-on-one

attention paid to individual writers. In working toward this goal, I held individual conferences

with students and expressed interest in their writing processes and offered suggestions to help

them make their writing more powerful. I believe this individualized attention to each student

engaged them in the writing process and invigorated their perspectives on revision. Whereas

initially they were completely disinterested in revising their work, after conferencing with me,

most were seeing the possibilities of where they could improve their pieces.
MILLER TWS !36

Students were overall less successful in obtaining Goal 1: Students will identify literary

structures and devices in poetry. One possible reason for the better learning in writing than

identifying poetic elements and structure is the time frame of the unit related to the goals

objectified. Given the time constraints for this project, I may have overloaded the unit design in

number of poetic elements taught over the course of three weeks. I often felt that lessons were

rushed and that students were not given enough time to explore and experiment with the literary

devices. My design plan was more of a broad overview with very little opportunity for students

to practice using the poetic elements and structures. In hindsight, I believe I piled too much on

their plates and didn’t give them the time to savor and digest the entrees.

Classroom management was also an issue that got in the way of more students

succeeding in familiarity with literary structures and devices. This was a particularly chatty and

off-task group of students, and I felt that I spent a lot of time reining them back in and redirecting

their attention. Part of it may have been because I was introducing instructional techniques and

procedures that were new to them, but I was largely unsuccessful at holding their attention and

holding them accountable for their interruptions.

When I teach poetry again, I will do several things differently. I will provide much more

time for students to practice using literary devices in the different poetic structures. I do feel that

these are important lessons to learn that transfer across all writing, so the extra time is worth it.

Secondly, I need to develop a classroom management system that works, and that I feel

comfortable with. While I believe that making lessons engaging and interactive decreases

students’ tendencies to get off task, I have found that some groups of students can waste large

amounts of time even when they are on task. I don’t want to have silent classrooms where
MILLER TWS !37

independent work is the only option, but I also need to find and use effective catch phrases that

get students back on task without wasting time and interrupting the momentum of the lesson.

After spending some time reflecting on my practice and this unit in particular, I recognize

two steps I can take to improve my teaching performance in Language Arts and teaching in

general. The first step I will take is researching more on time-saving classroom management

systems. I have heard about several different systems in place in other districts like CHAMPS,

SIOP, as well as some of the techniques in Teach Like a Champion. My distinct goal will be to

develop my personal classroom management plan for use in my own classroom.

My second professional development goal will be to more completely design a writing

workshop program for my future classroom. Because this approach seemed to work so well

toward the writing goal I created for the class, I’d like to incorporate more of a workshop

approach to teaching the elements of quality writing through exploration. Although I had

intended to teach only in short mini-lessons for this unit, I found that time was limited and in

order to cover all the concepts I set out to teach I had to deliver direct instruction in longer

sessions than I would have liked. My goal of developing a writing workshop program for my

own classroom will include a scope and sequence of topics for one entire semester of combined

reading and writing class.