Cover Page
Emporia State University Teacher Work
Sample
Analysis of Student Learning
Candidate Name:
Candidate Phone Number:
Candidate ID Number:
7465
Name of School:
TWS Content Area:
English
Grade Level:
11
Date Submitted: (to be filled in by ESU staff)
5-2010
TWS Number: (to be filled in by ESU staff)
This is verification that the candidate submitting this TWS is a student teacher/intern at this school and that to the
best of my knowledge this is the work of the candidate submitting the TWS.
Signature of Supervising/Mentor Teacher:
My signature verifies that this TWS is my own authentic work. I understand that obtaining, or attempting to obtain,
a passing grade on a TWS by falsification or misrepresentation may result in a failing grade in a course or expulsion
from the teacher education program. You should NOT expect your supervising/mentor teacher to verify your
TWS without having an opportunity to review it.
Signature of Candidate Submitting the TWS:
Remember: Completed TWS may be submitted to Associate Dean, Dr. Ken Weaver, in one of three
ways: (1) electronically to Mary Benjamin at [email protected] and two paper copies will be
made by The Teachers College, (2) hand deliver two paper copies to Visser Hall 211, or (3) mail
two paper copies to ESU, The Teachers College, Attn. Mary Benjamin, Box 4036, Emporia, KS
66801. TWS MUST be received NO LATER THAN 5:00 p.m. on the announced due date. Late
penalties are described in the Prompt and Rubric.
Demographic Information Sheet
Please indicate:
Semester (Fall or Spring): Spring
Year: 2010
Your certification/licensure level (check all that apply):
_____ Early Childhood (Birth - Grade 3)
__x__ Secondary (Grades 6 - 12)
_____ Elementary (Grades K - 6)
_____ Dual (Elem. and Secondary, Grades PK -
12)
_____ Middle School (Grades 5 - 8)
Your certification/licensure area(s) (check all that apply):
_____Art
_____Lang. Arts, Middle Level
_____Physics
_____Biology
_____French
_____Psychology
_____Business
_____Health
_____Science, General
_____Chemistry
_____Journalism
_____Science, Middle Level
_____Early Childhood Ed.
_____Mathematics
_____Social Studies-Middle Level
_____Early Child., handicap
_____Mathematics, Middle Level
_____Social Studies
_____Earth-Space Science
_____Music
_____Spanish
_____Elementary
_____Physical Education
_____Speech and Theatre
__x__Language Arts
_____Physical Science
_____Other:_______________
_____ESOL
Identify the course, unit content area, (e.g., “Language Arts,” “Biology,” “Math,” Social Science,” etc.), and grade
level(s) of your Teacher Work Sample.
Course: American Literature
Content Area: English 11th grade
The grade(s)/level of students in your classroom (check all that apply):
_____Preschool
_____4th Grade
__x__9th Grade
_____Kindergarten
_____5th Grade
_____10th Grade
_____1st Grade
_____6th Grade
__x__11th Grade
_____2nd Grade
_____7th Grade
_____12th Grade
_____3rd Grade
_____8th Grade
1
Factor 1. Contextual Information and Learning Environment Adaptations
Students use spoken, written, and visual language to accomplish their own purposes. Not all
students acquire information the same way or at the same pace. I consider these differences in
individual student learning abilities and skills and understand the need to modify and
accommodate for individual differences by providing various instructional strategies.
A) Explanation of community factors that impact my planning and teaching
 Agriculture based economy supported by farming, feedlots, dairies, and ranching.
 High rate of poverty with fifteen percent of residents with income below poverty.
 Small rural community - Population of 2594
 17.4 percent of the community have college degrees or higher
 20 churches are housed in this small community
B) Explanation of these factors that impact my planning and teaching
1.
District:
 One public school pre-k through 12 and one private school with 16 students
 492 students enrolled in the district - 17.5 student to teacher ratio
 The high school has a graduation rate of 97.6 percent
 40.16 percent of students are from minority groups
 Hispanic population at 40% with a 7% increase since the 2000 census.
 Blue Ribbon school 2008
2.





Classroom physical setting:
Second floor, air conditioned, seating for twenty four students
Well-lit classroom with one window
Two white boards, three student computers and a Classroom Performance System (CPS)
Television, VCR and DVD player
Access to a computer lab with 25 computers







School population, including socio-economic status (SES) make-up:
High School population of 148 students with 49% female and 51% male
Forty seven percent of students qualify for free reduced lunch
11 students in the TWS classroom
6 of the 11 students are minorities or 54 percent
Half of the students have jobs
Two students are considered Special Education, SE subgroup
One student is at risk and one student is ELL
3.
C) Explanation of these factors that impact my planning and teaching
1.
Classroom’s ethnic/cultural make-up: 5 Caucasian students, 5 Hispanic, and 1 Filipino
2.
Classroom’s gender make-up: There are 7 female students and 4 male students
3.
Classroom students’ with special needs/at-risk students: 2 of the students have a
special need, 1 student is at risk, and 1 is an English Language Learner
2
Classroom students’ developmental characteristics: 7 of the 11 students will take the
Kansas State Reading Assessment as EOOL as 5 did not have passing scores last year
and 2 are from out of state.
4.
D) QPA/NCA School Improvement Plan and state assessment data.
The 2009 Adequate Yearly Progress Report for this district reflects 76.7% of students met or
scored above standard in reading while 70.5% of students met or scored above standard for math.
The class that I am referencing for the TWS took the Kansas State Assessments last year as
sophomores. This year seven of the eleven retested as EOOL. Five of the seven met or
exceeded standards while the At-risk and ELL student did not meet standards. The ELL student
does not count towards AYP as he/she came to the district from another country. In order to aide
all students, the School Improvement Plan states that all students will learn and apply skills for
Thinking Maps to improve reading comprehension. Additionally, all students will learn and
apply Four Step Problem Solving Plan skills to improve problem solving skills. All teachers will
instruct students in Thinking Maps and Problem Solving skills once a month in their classrooms
and implement across the curriculum by instruction, modeling, and providing student
application. Low performing students will have additional weekly learning opportunities using
Thinking Maps and Four Step Problem Solving during homework club and small group
instruction. Finally, students will learn and apply skill of Six Trait Writing. Samples are
submitted to heads of school improvement committees.
E) Explanation of community characteristics, and district, school, classroom, and student
factors and implication for instruction.





Rural Community - Use small community or agricultural analogies when possible.
Low Socio-economic Community - Provide materials to those who can not afford them
and keep required materials to a minimum.
Rapidly increasing Hispanic population - Form cooperative learning groups and mix
students together.
Majority of students work on family farms, dairies, or in the community - Complete school
work in the classroom as often as possible. Use work related analogies when possible.
7 Female, 4 Male - Form cooperative learning groups.
3



2 Special Education students - Accommodate and modify tests with the aid of the Special
Education teacher and allow for extended time to complete activities as well as
demonstrate and model expectations.
1 At –risk student - Peer tutoring. Require student agendas to record homework and due
dates as well as attendance to a homework club when needed.
3 students above level and 4 students below level - Peer tutoring and cooperative learning
groups.
Factor 2.
Unit Learning Goals and Objectives
A) Course, unit content area, and grade level of the Teacher Work Sample:
 American Literature, English, 11th grade
B) Rationale for choice of unit objectives: The Kansas State Department of Education Reading
Standards was used to determine the objectives necessary for the unit content area. In order
for students to understand the origins of early American literature, the objectives chosen will
enable them to appreciate and recognize various important writers of the colonial period and
the influence they had in present writing. Students are required to read a wide variety of
genres, demonstrate comprehension, understanding, and interpretation of these texts, improve
ability to read critically for non-surface meanings, apply textual concepts to a broader more
universal ideals and meanings, and creatively express themselves through fiction, poetry,
drama, and creative non-fiction as age appropriate.
C) Standards that the outcomes are aligned with: The outcomes are aligned with the
following Kansas Reading Standards for high school students:
Standard 1: The student reads and comprehends text across the curriculum.
 Benchmark 3: The student expands vocabulary.
 Benchmark 4: The student comprehends a variety of texts.
Standard 2: The student responds to a variety of text.
 Benchmark 1: The student uses literary concepts to interpret and respond to text.
 Benchmark 2: The student understands the significance of literature and its
contributions to various cultures.
D) Unit learning goal and outcomes for this instructional sequence.
Goal(s):


Demonstrate knowledge of the origins of the American literary tradition
Identify and analyze the use of figurative language in early American literature
4

Compare and contrast various early American literature
Indicate
Objective Stated Objective
TWS
#
objectives
with *
*
1
Students will identify various authors, works,
figurative language and literary devices.
*
2
Students will match authors with reasons for
writing.
*
3
Students will dissect text in order to
distinguish the use of figurative language.
*
4
Students will recall literary works and
determine the author’s attitudes, view points
and purpose.
5
Students will compose a PowerPoint
presentation or poster and report to the class.
*
6
Students will evaluate the author’s purpose.
7
Students will compare various genre of the
16-1700’s.
Level of
objective
Domain of
objective
Low
Cognitive
Low
Cognitive
Middle
Cognitive
Middle
Cognitive
High
Cognitive
High
High
Cognitive
Cognitive
Factor 3. Instructional Design and Implementation
A) Design for Instruction Table.
Design for Instruction Table
Timeline
Day 1
Learning
Objectives
1,2,3,4,6
Instructional
Activities,
including
interdisciplinary
activities
1. Pre-test
administered
* matching,
multiple choice,
short answer,
and fill in the
blank
Resources
Assessments
and
Technology
13 matching, 10 Pen
multiple-choice, Pre-test
1 short answer,
and one fill in
the blank
question.
5
Teaching and
Reading adaptations
for specific students
and subgroups*
based on identified
contextual and/or
pre-assessment needs
*Test modification
deemed unnecessary
by Special Education
teacher
*accommodate by
allowing students to
test in interrelated
room with read aloud
options and quite
atmosphere.
Day 2
2
*Students will
check mark an
anticipation
guide regarding
U.S. history,
Puritan beliefs,
and reasons for
writing
Matching quiz
regarding
Puritan beliefs
and reasons for
writing.
Day 4
1,3
4,6
*TextbookLiterature –
The American
Tradition
*PowerPoint
*Jig-saw
pieces
*Students will
participate in a
cooperative
learning jig-saw
activity and
become an
“expert” on a
given belief or
reason for
writing.
Day 3
*Anticipation
Guide handout
*Read and discuss
the anticipation
guide together
*direct assistance
learning the
concept on the
jigsaw in order to
pass along the
learned concept to
classmates.
*Teacher, ELL
teacher or
paraprofessional
monitor and assist
by walking around
the room.
*Students will
appreciate three
poems from the
first American
female poet
Anne Bradstreet
and analyze
poetry for poetic
devices, theme,
figurative
language, and
author’s
purpose.
*Identify
various
metaphors,
hyperbole, and
oxymoron
examples in the
two poems
*individually
create an
example of each
Students will
work in pairs to
research the
Halfway
Covenant, The
Great
Awakening,
Jonathan
Edwards and his
vivid fiery
sermon.
Pairs lead a
class discussion
about what they
learned while
researching an
assigned topic.
*Pen
*Paper
*TextbookLiterature –
The American
Tradition
*overhead
projector
*Assist students
who have difficulty
analyzing the
poetry by pointing
out key concepts.
*Assist students
creating individual
examples.
*Identify the
rhyme scheme,
meter, theme
*Pen
*Paper
*TextbookLiterature –
The American
Tradition
*Computers
6
*Model teacher
examples of
figurative
language.
*Assist the students
in looking for
research and the
key concepts.
*Allow students to
research only one
of the concepts.
*Assist students in
the class discussion
of the assigned
concept.
Day 5
1,2,3,4,6
*Students will
pair and share,
a strong reader
with a below
average student
to read fiery
sermon.
*complete a
flow map
*Pen
*complete 9
question
worksheet
*TextbookLiterature –
The American
Tradition
*Worksheet
*Students will
answer guided
questions as
well as create a
flow map.
Day 6
Day 7
1,2,3,4,5
1,2,3,4,6,7
*Paper
* PowerPoint
Presentation
Students will
analyze excerpts
from William
Bradford’s
Journals noting
his use of
literary devices
antithesis and
alliteration as
well as the
historical
impact his
writing had
*Pre-reading –
verbal recall the
reasons why the
Puritan’s wrote,
and review
literary devices
and definitions.
*Students will
review the key
aspects learned
in this unit by
completing a
magic square
activity with a
partner.
Correctly
identifying the
“Magic
Number” as a
formative
assessment
*Journal entry:
what a day in
the life of a
Puritan might
have been like.
-formative-
7
*Pen
*Notes
*Journal
**TextbookLiterature –
The American
Tradition
*Teacher will
demonstrate the
creation of a flow
map
*Peer tutoring
*Teacher, ELL
teacher or
paraprofessional
monitor and assist
when needed.
*Journal entry can
be created with the
assistance of the
Special Education
Resource Room
*Allow entry to be
a few sentences
long.
*Model teacher
entry example.
*Pen
*Review the
instructions aloud
*Textbook
and work the first
*Magic Square two or three
handout
problems together.
*Instructions
*Peer Tutor by
for final
allowing other
project and
students to assist
group role
answering the
expectations
problems.
Day 8
Day 9
5, 1,3,6,7
5, 1,3,6,7
Students will
create a
PowerPoint or a
poster in groups
with roles
detailing what
they learned
regarding the
origins of
American
Literature.
Completed
presentation
*Instructions/
rubric
*Poster board
*Allow students to
work with a
paraprofessional or
the Special
Education teacher
as well as
classroom teacher
to assist them in
completing their
assigned role.
*Markers
*Provide extra time
Same as
previous day
*Allow students to
work with teacher,
ELL teacher,
paraprofessional, or
the Special
Education teacher
to assist them in
completing their
assigned role.
*Role
assignment
*Notes
*Textbooks
*Computers
Students will
Completed
spend the class
presentation
hour completing
the assigned
presentation.
*Provide extra time
Day 10 5, 1,3,6,7
Student groups
will present
completed
projects and
lead a class
discussion on
their assigned
topic.
Completed
presentation
*Completed
PowerPoint or
Poster board
with questions
to lead the
class in a
discussion of
assigned
concept.
*Allow students to
rely on the team,
paraprofessional,
and or teacher
regarding prompts
for their role in the
presentation of
group material.
* Subgroups should be no smaller than 10% of the total class.
B) Narrative
1) Explanation of how the instructional plan addresses multiple types/levels of learning
throughout the unit.
In order to tap into various types of learning abilities, I used both auditory and visual aids.
Students used prior knowledge of the history of the United States to describe the origins of
Puritan society with a pre-reading anticipation guide. In groups, students completed a
cooperative learning activity in which they learned the religious ideals as well as the reasons why
Puritans wrote. Additionally, the overhead was utilized to project poetry for the purpose of
8
identifying figurative language. A PowerPoint was presented to students to further assist in
comprehension of material. Students researched some required material on computers. Students
were paired to read together in order to answer guided questions. Finally, students were required
to complete a PowerPoint or poster presentation in which they were instructed to choose a topic
that was covered during the unit and teach it to the class.
2) Explanation of how adaptations effectively address the specifically identified contextual
needs of the individuals, small group, or class.
The two Special Ed students, the at-risk student and the ELL student were each paired with
higher performing students for reading, activities, and assigned tasks that were attainable while
avoiding frustration. Mrs. Leonard, an ELL teacher attends this class period daily to assist the
ELL student. The interrelated teacher offers a room with a read aloud accommodation as well as
a quite, distraction free environment for students to test. This group of students are given
extended time to finish projects and tests as well as an invitation to a homework club for extra
assistance. The final test over the unit was not modified as the interrelated teacher did not deem
it necessary.
3) Justification of how the unit actively engages students in questioning concepts,
developing learning strategies, seeking resources and conducting independent
investigations.
In groups, students completed a jigsaw activity in which they became the expert on a given topic
and then met with other “experts” to teach the concept they were given as well as learn other
concepts from other “experts.” Students were then required to individually take a short quiz to
see what they learned. In pairs, students were given roles where one student read the material
while the other student summarized what he or she heard and together the class answered
questions over the material to guide a discussion. Students were given a group activity in which
they were given individual roles to conduct an independent investigation to add to the outcome of
the project.
9
4) Explanation of implementation of instructional strategies for student use of reading
materials related to the subject. Explanation of how these strategies incorporate techniques
that allow for assisting with a wide range of reading concerns and abilities.
Students who were not proficient readers were paired with students that were. The proficient
reader would read the material aloud while the other student summarized what was read. Thus,
peer tutoring was utilized to assist the various learning abilities. Strong readers were encouraged
to lead the class discussion in answering the guided questions. In addition, the overhead projector
was utilized in order for the class to read and analyze selected poetry together to identify specific
uses of poetic devices and figurative language. The anticipation guide encouraged students to
read independently and illustrate the material that they were familiar with. For the final project,
student group roles allowed for students to independently gather information in order to complete
and present learned material. Students who do not readily comprehend the material individually
due to a language barrier or a disability are more likely to stay actively engaged when another
student is guiding their learning. Therefore I required students to ask three other people with help
solving problems prior to asking me.
5) Explanation of how technology makes a meaningful contribution to learning or a
rationale is given why it is inappropriate to use technology with students in this particular
lesson.
Today’s student lives in a world filled with technology i.e. Mp3’s, I pods, computers, cell phones,
and video games. Technology allows students the same hands on ability as they are used to
utilizing on a daily basis. Students are accustomed to relying on what they see as opposed to
what they hear. Hence, the use of the overhead, a PowerPoint created by the teacher as well as by
students, and computers contributed to the interest and learning of all students.
6) Explanation of how instructional design and implementation demonstrates knowledge of
specific factors in the students’ environment outside of school; how this knowledge is
included in the plan for instruction.
Ample class time was allowed for the final project as most students do not have access to a home
computer. Students were encouraged to utilize the public library located a block from the school
for any resource that might help them with their PowerPoint or poster project. Additionally, I
10
routinely invite students to acquire extra assistance by coming to the classroom before and after
school as each day I make myself available. Two separate days were also set aside to allow
students the time needed to complete activities. Examples from the working environment were
given when group roles were assigned as students need the ability to work comfortably in groups
as their future job may find them in a committee type situation. Due to a large influx in the
Mexican community, we discussed how the United States was founded by immigrants and how
that tradition continues today.
Name:__Answer Key Pre-test-Post Tests Date:___________
American Literature –Pre-test
Matching: Names in the right hand column may be used more than once. (4 pts. each)
__A__ 1. Wrote the “Mayflower Compact”
A. Wm. Bradford
__B__ 2. Writing shows a clear struggle between
flesh and spirit
B. Anne Bradstreet
C. Jon. Edwards
__A__ 3. Reason for writing was to justify God’s
way towards man
__B__ 4. Iambic Pentameter lines with rhyming couplets
__A__5. Wrote the history of Plymouth colony
__C__ 6. ….”you hang by a slender thread, with the
flames of divine wrath flashing about it, and ready every
moment to singe it, and burn it asunder.”
__B__7. Mutability or the idea that nothing lasts forever and flesh vs. spirit were repeated
themes for this author: “Here stood that trunk, and there that chest; There lay that store that I
love best.”
__C__8. Spokesman for “The Great Awakening”
__A__9. Wrote using anti-thesis and alliteration
11
__A__10. “But it pleased God before they came half seas over, to smite this young man with a
grievous disease, of which he died in a desperate manner, and so he himself was the first that was
thrown overboard.”
__A__11. Wrote in order to establish government
__C__12. Delivered a fiery sermon using many analogies
__B__13. Poetry contained many oxymoron and hyperbole examples
Multiple Choice: Pick the best answer. (4 points)
__C__ 1. Anne Bradstreet wrote: “I prize thy love more than whole mines of gold or all the
riches that the East doth hold.”
This line is an example of:
A. simile
B. metaphor
C. hyperbole
D. oxymoron
__A__ 2. William Bradford wrote: “the ship was shroudly (shrewdly) shaken.”
This line is an example of:
A. alliteration
B. idiom
C. personification
D. oxymoron
__B__ 3. Anne Bradstreet wrote: “I washed thy face, but more defects I saw, and rubbing off a
spot, still made a flaw.” What was she doing?
A. She was using a simile to compare her face like that of a wrinkled old man.
B. She was using a metaphor to compare her poetry to a child in order to cope with her
struggles of shame, embarrassment, and pride.
C. She was using a hyperbole by exaggerating the inability to remove spots.
D. She was using an oxymoron to contrast clean with dirty.
__B__ 4. Jonathan Edwards used imagery and figurative language in his sermon “Sinners in the
Hands of an Angry God”. The preacher’s voice roared like thunder is an example of:
A. metaphor
B. simile
C. understatement
D. overstatement
__A__ 5. “The bow of God’s wrath is bent, and the arrow made ready on the string, and justice
bends the bow at your heart, and strains the bow” is an example of:
A. personification
B. idiom
12
C. oxymoron
D. analogy
__D__ 6. “Then while we live, in love let’s so persevere/ That when we live no more, we may
live ever.” Bradstreet used a contradiction known as:
A. onomatopoeia
B. chiasmus
C. analogy
D. paradox
__A__7. The Mayflower Compact of 1620 was intended to:
A. establish government
B. justify God’s way toward man
C. record a history of man
D. make sure that Europe had a tight grip on the colonists so they would not seek
freedom and independence
__C__ 8. Bradstreet and Shakespeare were writing at roughly the same time period. Shakespeare
“O heavy lightness, serious vanity, feather of led, bright smoke, cold fire, sick health” are all
examples of:
A. chiasmus
B. metaphor
C. oxymoron
D. simile
__D__ 9. Jonathan Edwards states, “God holds people over the pit of hell as though they were a
spider over a fire” is an example of:
A. oxymoron
B. simile
C. personification
D. analogy
__D__10. The three basic beliefs of Puritan (Calvinistic) theology included all of the following
EXCEPT:
A. Original Sin
B. Salvation by grace
C. Predestination
D. All people are deserving of Heaven
Short answer: (6 points)
In considering Anne Bradstreet’s poem “To My Dear and Loving Husband,” in your own words,
how would you describe the relationship between the speaker and her husband? Do you think
the poem is an accurate or an idealized picture of the relationship they have? Why or why not?
Opinions will vary:
Rubric
0 points
3 points
6 points
Student makes no attempt
Student addresses one aspect
Students makes a valid
of the question but not all
attempt to evaluate the poem
13
and uses valid reasoning
Fill in the blank with the correct answer (2 points)
Oxymoron, hyperbole, metaphors, similes, and analogies are all examples of what type of
language?
_______figurative language_____________
Factor 4. Demonstration of Integration Skills
A) Content areas being integrated: American History and Geography were widely integrated
as well as Religion.
B) Topics within the subject being integrated: Topics integrated were the voyage of the
Mayflower, the Mayflower compact as the earliest foundation of government in the colonies as
well as an account of the first Thanksgiving. Students also studied a world map to discover
where and how the first immigrants came to the “New World”.
C) Explanation of how the instruction plan created learning experiences in which students
integrate knowledge, skill, and methods of inquiry from other subject areas, and within a
subject area.
From other subject areas: On day two, students were given an anticipation guide in order to
assess their historical knowledge of the origin of the United States. Day four students researched
the religious background and implications of The Half-way Covenant and The Great Awakening.
Day six students accessed their prior knowledge of the Mayflower voyage and the First
Thanksgiving by reviewing the reasons behind these historical events as well as mapping the
voyage of the Mayflower and its accidental landing. Finally, beginning on day eight, students
completed a project detailing what was learned regarding the origins of American Literature.
Within my subject area: On day three, literature was integrated by showing students poetry
written by the first American poet who happened to be a female. Students identified several
14
poetic devices as well as figurative language and analyzed the author’s purpose for writing. On
day four students read a vivid fiery sermon with guided questions in order to analyze author’s
purpose (activity was continued on day five). For day six, students read excerpts from a journal
and students wrote their own journal entry as if they were a Puritan from the era. On day seven
students participated in a formative assessment and day eight students compiled the information
that they learned to complete a project to present to the class.
Factor 5. Analysis of Classroom Learning Environment
A) Description of classroom environmental factors that affect learning: The classroom has
the capacity to hold 24 students; therefore, 11 students have the ability to spread out. Three
student computers and a teacher laptop may be accessed and utilized with permission. The
classroom next door is a lab with 24 computers as well as an Interrelated room two doors down
with yet more computers and Special Education teacher for those students requiring special
assistance. Monitoring student activities is without effort. The desks are situated so that they
face away from the door, the window and towards on of two whiteboards. The overhead and
PowerPoint can be projected onto said white board. A large television on a stand with cable as
well as VHS and DVD capabilities is situated to the left of the desks next to the second whiteboard. Student’s backs are to the teacher’s desk. The classroom contains many cabinets and
shelves for easy storage. A water fountain is located just outside the door but students are
required to take care of drinks and bathroom needs during the four minute passing period.
Students are rarely allowed to leave the classroom unless it is an emergency. The school’s tardy
policy is such that students are required to attend a 30 minute detention if a tardy occurs;
therefore, tardiness is rare.
B) Description of individual student motivation strategies used
Students need consistent expectations and active engagement from the time the bell signals the
15
start until the bell that signals the end of class. Students who feel respected and valued return
those same behaviors. Students need to know the value of what they are required to learn so real
world analogies are used. In this unit I discussed comparisons to immigration then and
immigration now. Students are motivated to perform when they know what is expected from
them by the end of the class period. Clear, concise instructions and time lines were utilized in
this unit. Mixing up a variety of activities ensures that students will not get bored and will stay
alert. During this unit, for example, pair and share, cooperative learning such as jig saw,
journaling, and PowerPoint’s motivate individual students in different ways. During one class
period, students were moving most of the hour as with the jig saw lesson as well as an
anticipation guide. In addition, actively involving students and rewarding students that achieve
reasonable expectations goes a long way. Reinforcement and praise help students avoid
frustration. Giving students some choice in the subject matter, whether deciding the next novel to
read, a topic for an essay, or the group role they want to play helps give them motivation as well.
I keep a box on my desk and invite anonymous suggestions from students. Student privacy is
respected; therefore, students who are displaying undesirable behavior are asked to step in the
hall and wait until a private discussion and reinforcement of appropriate behaviors can be
reviewed with him or her. Finally, help students set achievable goals such as those who are
reading a trade book, set deadlines for chapter summaries and analysis and assist them in
maintaining those goals in order to avoid frustration.
C) Description of group motivation strategies used
During this unit students were allowed to choose a group role that interested them as well as
utilized their strengths in a group setting. Groups assisted in setting ground rules and
expectations for groups to adhere to. It is always important to help each student feel valued as
part of a group by assigning roles that are neither too easy nor too difficult. If one group member
16
feels that he or she is carrying the weight for the entire group, animosity will surely result.
Students are frequently asked to perform group tasks at the whiteboard in a competitive
environment in which the winning team receives a candy bar. PowerPoint jeopardy games have
also been popular among students. Handheld white boards given to groups to answer questions
have proven to be a productive group motivational strategy as well.
D) Description of how verbal communication among students was developed
Unfortunately due to the different cultural backgrounds of students, I have had to reinforce and
constantly remind and model constructive, appropriate, respectful, and positive communication
skills on an ongoing basis. Students are well versed as to what words are taboo to use inside the
classroom. Should disrespectful verbal communications be used, the students know that the
consequence is time after school filling out a “Think Sheet” regarding the inappropriate verbal
communication that was used and how that student could be more appropriate in the future. The
teacher models appropriate verbal communication and requires that students respect the speaker
by raising hands and not talking out of turn. In addition, students are required to speak English in
the Language Arts classroom unless they are asked to give instructions in Spanish to an English
Language Learner in order to simplify or clarify instructions or a concept.
E) Description of how nonverbal communication among students was developed
Nonverbal communication such as eye contact and body language send clear messages. Students
know that a prolonged glance from me means that they need to stop their distracting behavior
whereas a simple smile or nod can encourage the continuance of a desired behavior. On the other
hand, I watch for a student who has disconnected and needs a change of pace by his or her
inability to pay attention or to stay awake. Hand raising is a vital part of a cooperative classroom
environment and highly encouraged. When students appeared to be off task during the unit
exercise, simply standing in close proximity to the student or group would result in a return to the
17
task at hand.
F) Description of at least three classroom management strategies that will provide evidence
of a sufficient and comprehensive classroom management plan.
Students thrive on rules and consistency. I allow students to assist in the development of rules
and expectations so they feel a sense of ownership. I remind them that if they discipline
themselves then I won’t have to. When respect is given, respect is given in return. Students are
greeted at the door and know that once they enter the classroom, they are expected to be seated
and prepare to journal. This is consistent and it is expected each and every day as it allows time
for attendance to be recorded. A discussion regarding the journal follows. The room
arrangement is such that it cuts down on distractions and is conducive to leaning. Students are
given ample personal space and know up front what is expected and that which is a privilege. I
attempt to over plan activities to keep students engaged so that there is no lull in which
undesirable behavior can occur. When students know what to expect over the duration of the
hour, using a time line and individual accountability, they are prepared, alert, and ready to learn.
G) Description of motivational techniques used and how they are applied in the unit.
Before a student has the opportunity to ask “Why do we have to know this?” I tell them why we
are studying a particular unit. For this unit, students were informed that the unit will allow them
to see the history of American Literature: where it came from, why authors wrote the way that
they did. In addition, when students can equate what they are learning to their world, the material
becomes more valuable to them which in turn motivates them to learn. Therefore, I informed
students America was founded by immigrants and then showed them how. Another motivational
technique used in the classroom and for this unit was to use a variety of instructional activities as
no two people learn in the same way. Finally, I inform students of the expectation of the end
result. Upon completion of this unit students would be expected to teach a specified concept to
18
the class and each student would be held accountable for their role in the completion of the
assignment.
H) Evidence of effective student-to-student communication specific to the learning
Students were paired together to read and summarize as well as answer guided questions. This
allowed for peer tutoring to occur. In addition, students were placed in groups with a specific
role where the success of project was depended upon efficient communication.
I) Description of examples of inquiry learning that show an environment that involves
students in inquiry learning activities: Students are actively involved in inquiry learning
through a variety of strategies that are hands on. One example was the jig saw cooperative
learning activity. Another such activity was the pairing of students to research the Half-way
Covenant and The Great Awakening on the Internet, comparing and contrasting their findings and
present their research to the class. The final project was also hands on to facilitate a better
understanding of the unit material. Student groups prepared three questions to quiz the class
following their presentation.
J) Description of how students are actively involved in most learning activities and in
cooperative or group work. Students are paired, grouped, or placed in a cooperative learning
activity when the content permits. Students are encouraged to tutor peers when appropriate.
When students question the teacher, he or she is asked to ask three others for the information
before asking the teacher. During the formative assessment, after the teacher worked several
problems on the overhead, students were encouraged to finish the rest of the formative
individually. When all students were finished, the magic number was revealed. For those
students that did not have the magic number, they were encouraged to seek assistance from
students who had the correct information. Individually, students were assigned a journal activity
in which they were to pretend that they were journaling as if they were a Puritan from the era.
19
Students were encouraged to share their entry with the class. Grouping and pairing were often
utilized during this unit as mentioned prior in a jigsaw cooperative learning activity, pair and
share reading activity, Internet research activity and a final PowerPoint or Poster activity.
Factor 6. Analysis of Assessment Procedures
A) Graphic representation of pre-assessment and post-assessment data. Disaggregated data
for at least one pair of subgroups. Subgroups should be no smaller than 10% of the total class.
Note that a table is not a graphic representation.
Pretest vs. Posttest Entire Class
100
80
60
Pretest Scores
40
Posttest Scores
20
0
A
B
C
D
E
F
G
H
I
J
K
SE vs.All Others - Pre/Post Testing
80
60
Pretest Scores
40
Posttest Scores
20
0
SE Subgroup
All Others
B) Assessment Plan Table
Assessments
1. Preassessment
TWS Objectives
(Use TWS Objectives
identified in Factor 2.)
All TWS Objectives
Type of Assessment
Adaptations
(Include a brief description
and criteria for mastery.)
13 matching questions, 10
2 students were given
multiple choice questions,
read-aloud
1 short answer question and accommodations and
20
2. Formative
Assessment
TWS Objectives
1,2,3,4
3. Formative
Assessment
All TWS Objectives
4. Postassessment
All TWS Objectives
1 fill in the blank. Mastery
criteria is 75% for both the
low and middle level
objectives. Mastery for the
short answer is 6/6.
Magic Square activity
Matching 16 key concepts
that will be post-tested.
extended time with the
special education teacher.
A 3rd student went with the
ELL teacher for the same
accommodations.
Teacher modeling on
overhead and peer
tutoring.
In groups of three students
PowerPoint/Poster – Group
were given roles. Low
assignment of a particular
performing students were
Puritan author or concept in
given the role of designer
which students had
as it required the least
required roles.
amount of work.
Same as pre-assessment.
Same as pre-assessment.
C) Mastery learning table with this information:
MASTERY LEARNING TABLE
Percentage
of Students
Achieving
Mastery on
each TWS
Objective
TWS Objectives
Average
Percentage of
Students
Achieving
Mastery for
each Level of
Objective
Number of
Students
Who
Achieved
Mastery
with
Adaptations
Low level objectives:
Students will identify various authors, works, figurative
language and literary devices.
Students will match authors with reasons for writing.
Low Level Mastery Objective Index Sub-categories score. (Average of
percent of students achieving mastery of low level objectives.)
91%
XXXXX
72%
XXXXX
2
1
82%
XXXXX
Middle level objectives:
Students will dissect text in order to distinguish the use of
figurative language.
Students will recall literary works and determine the author’s
attitudes, view points and purpose.
Middle Level Mastery Objective Index Sub-categories Score.
(Average of percent of students achieving mastery of middle level objectives.)
63%
1
XXXXX
45%
0
XXXXX
54%
XXXXX
63%
XXXXX
0
XXXXX
63%
XXXXX
High level objectives:
Students will evaluate the author’s purpose.
High Level Mastery Objective Index Sub-categories Score. (Average
of percent of students achieving mastery of high level objectives.)
21
Objective Mastery Index (Average of percentage of students achieving mastery
using all TWS Objectives.)
67%
XXXXX
D) Table of learning gain scores and overall average gain. Include a table showing pre- and
post-assessment scores for each student, calculated gain score for each student, and the group
average gain score.
Calculate using pre/post test
percentages:
Student #
A
B
C
D
E
F
G
H
I
J
K
Pretest
%
68
48
31
24
33
64
73
48
32
65
69
Post Test
%
80
65
72
68
80
80
94
81
40
84
96
GAIN
Gain
0.38
0.33
0.59
0.58
0.70
0.44
0.78
0.63
0.12
0.54
0.87
54.2
E) Describe subgroup performances on low, middle, and high level TWS Objectives.
Provide the number in each subgroup.
TWS Objectives
Low
Middle
High
SE students:
All others:
(2 in group)
(9 in group)
100% achieved mastery of low 77% achieved mastery of low
level objectives
level objectives
50% achieved mastery of
66% achieved mastery of
middle level objectives
middle level objectives
None achieved mastery of
77% achieved mastery of high
high level objectives
level objectives
If subgroup performances are different, explain why you think they are different or
similar. Perhaps had the tests been modified with the aid of the Interrelated teacher, the results
may have been improved. From the data it appears that the identification of specific figurative
language was difficult as well as the recall of matching the author’s words to the author.
F) Explanation of how student progress was monitored by pre-assessment data and used
appropriately in instruction and decision-making. After viewing the results of the pretest, I
22
4
made the decision to review facts they had learned in American History regarding the Mayflower
and the first Thanksgiving. This was accomplished with an anticipation guide. In addition, the
jigsaw game was designed to both incorporate new and potentially prior knowledge material.
Figurative language is an on-going concept in an English class. Students are asked to both
identify and create their own examples during a bell ringing exercise while roll is recorded.
Literary and poetic devices were reviewed as well.
G) Explanation of how student progress is monitored by assessment data and used in
instructional decision-making. Provide examples to illustrate. Student progress was monitored
the day following the pre-test. After the anticipation guide was complete, students participated
in a jigsaw activity. After all sides were presented and discussed, a five question quiz was
distributed in which students scored well. In retrospect I believe this was due to the recency
effect and short term memory skills. The next assessment that looked at student progress was the
magic square exercise where students had to match learned concepts to the numbered squares in
order to discern the “magic number”. Students scored fairly high on this assessment as well and
perhaps that was due to the fact that I let them receive assistance from other peers. Finally, the
PowerPoint or Poster exercise gave me a pretty good idea if they were correctly identifying the
concepts that were taught. I felt that progress was still being made.
H) Explanation of how student progress is monitored by appropriate post-assessment data
and is used appropriately in instructional decision-making or planning. After analyzing the
post-assessment data I feel that it is clear that I did not have enough individual accountability for
learning the concepts. Perhaps students who do not perform as well as others in the class relied
too heavily on the high performing students. This likely caused some frustration among those
who perform on a higher level if they felt as if they were carrying the bulk of the load.
I) Explanation why you have chosen each assessment you used to measure your TWS
23
Objectives. I generally prepare a short quiz after each cooperative learning activity in order to
assess its effectiveness. I feel that it is a good tool to gauge student knowledge of the material
that was just presented. The magic square activity has been a great assessment tool in the past as
it not only gauges whether or not the material has been learned, but it is also fun to solve the
puzzle. A PowerPoint or Poster in which the student must put together a presentation by
researching and designing a learned concept and then teaching that to the class is beneficial to
not only the student who creates the project but also to those who view it during the presentation.
Any time that I have student’s present material to the class I also require that they guide their
discussion using two or three questions to ask their audience to actively involve them.
J) Justify your assessment adaptations The two students that have IEP accommodations were
allowed to have the test read aloud to them in a quite environment. When given the assessment
and key, the interrelated teacher deemed that no modification was necessary. In fact, she has not
modified any of my tests this year while the ELL teacher on the other hand has modified nearly
every assessment for the freshmen that qualify. The Interrelated teacher holds very high
expectations for the special education students which paid off recently when both students
passed the reading assessment that they had failed to pass their sophomore year.
Factor 7. Reflection and Self-Evaluation
A) Successful activities and assessments and plausible reasons for their success. I felt that
the most successful activity was the power point presentation. The success of this project is
likely due to the great diversity in methods of learning. During this activity, students gained
knowledge by presentations as well as through interaction with other students and the process of
preparation on their own. Many of the students learn well through multimedia and they excelled
at topical research via the internet.
Unsuccessful activities and assessments and plausible reasons for their lack of success. The
24
least successful activity was on day 5 of the unit. Students were paired and required to complete
a worksheet and a flow map while reading “Sinners in the Hands of an Angry God.” The lack of
success in this project was greatly related to the students’ lack of enjoyment in this activity.
While I gave a PowerPoint presentation to provide background prior to the reading, the students
largely failed to identify with this topic. Additionally, the use of worksheets proved to yield
lackluster results and I have modified future activities to deemphasize this approach
B) Explanation of use of evidence and data to support conclusions that student learning
was impacted, including description of any mid-unit adaptations. Explanation of two or
more hypotheses for why some students did not meet subject matter goals.
Student learning was impacted as is evidenced by the overall average gain of 54.2. 82% of the
students achieved low level mastery including 3 with adaptations. 67% of students achieved
mastery of all TWS Objectives. Of the 11 students in this class, 2 are students with disabilities, 1
is at risk and 1 is an English language learner. Mastery of the TWS Objectives (67%) was in
excess of the percentage of students with significant obstructions to learning (64%). One
explanation for the goals not being met by some of the students is that the amount of material
was perhaps too much to present in such a short span of time. Material may need to be broken
down and presented in smaller subgroups over a larger period of time. A second possible way to
increase the number of students who obtain the goals is through greater diversification in
teaching methods. If more of the material had been presented in a means similar to the very
successful PowerPoint presentation, I believe the overall learning would have been improved.
C) Three appropriate ideas for redesigning learning goals, instruction, or assessment and
explanation of why these changes would improve student learning.
First rather than spending two weeks on this unit, I would expand it to four weeks. Middle level
objectives were obtained by only 54% while low level objectives were obtained by 82% of
25
students. I believe that although students had ample time to memorize the basic information of
this unit, they were not yet familiar enough to analyze the information. Second I feel that I
should have spent less time with group learning and more time with individual accountability. In
retrospect, some of the delayed learners were able to rely on other students and their progress or
lack of progress may have not been as apparent to me. Third, I feel that I should have made
modifications of the tests in order to accommodate students with disabilities.
D) Explanation of specific details of interactions with all three types of individuals:
students, parents and other professionals.
I do my best to interact daily on some level with every student. Some may need simple
encouragement while others need more one on one time. Over the course of this year, I have
become familiar with the degree of interaction necessary for each student. As those needs
became apparent, I incorporated means to assist them. Some students have been encouraged to
keep an agenda that we use together in order for them to better track their progress and deadlines.
Other students are seen before or after school for additional assistance with specific activities. I
involve parents when a student needs extra incentive or encouragement from home. Many of the
student families are non English speaking and in those cases I communicate through our ESL
instructor. For students who are making adequate progress, the majority of communication is
through periodic progress reports that require a signature. I provide all of my contact
information to the parents and encourage their involvement. Due to the diverse makeup of the
student body, communication with other professionals is imperative. I communicate with the
ESL and Special Education teachers on a daily basis. This has been an invaluable resource in
meeting the needs of the students.
E) Explanation of the QPA/NCA school improvement process and the role of the teacher
in it.
26
My role in the school improvement process is to utilize thinking maps as often as possible
without burning students out. In addition, I use six-trait writing often and will continue to do so.
Lastly, I use four-step problem solving but only once a month as required. I need to find more
ways to implement this in my lessons.
F ) Explanation of two professional development goals that clearly emerge from the
insights and experiences described in this Factor and description of one activity to meet
each goal.
It became obvious during the course of teaching this unit that I had little familiarity with the
needs of the ESL student. In my district the non-native speaking community is growing at a
significant rate. In order to meet the needs of this school district, I would like to acquire an ESL
endorsement. My district offers to pay for seminars relating to ESL and it is my intention to
enroll upon completion of the Alternate Route Program.
A second goal that has developed secondary my experience this year is to gain more knowledge
in the instruction of students with disabilities. The students who fit this category recorded
significant improvement during the course of instruction yet continued to score near the bottom
of the class. I am enrolled in a class this fall that will begin to address the identified deficit.
27
Attachments
28
English 11
Mrs. Baker
Puritan Literature
“Sinners in the Hands of an Angry God” – Reading Log
Answer the following questions with a partner AS YOU READ! Good readers are ACTIVE
readers!
1. To whom was this sermon delivered? What was Jonathan Edwards purpose?
2. To what is the opening of hell compared? What figure of speech is being illustrated by
this comparison?
3. Identify at least 3 similes. Write them below.
4. What, literally, is the “outlet” referred?
5. To what is God’s wrath compared? What figure of speech is being illustrated by this
comparison?
6. What is the analogy or extended metaphor that Edwards uses to warn of the danger of
hell? *Hint* begins with “The God that holds you…..”
7. What persuasive technique is used the most effectively in this speech?
8. How does Jonathan Edwards use analogies?
9. Give an example where Jonathan Edwards uses personification.
29
GRADING RUBRIC FOR POWERPOINT or
POSTER PRESENTATIONS
KNOWLEDGE:
43210
Shows an understanding of the material
Able to answer questions
PARTICIPATION: 4 3 2 1 0
Does their “fair share” in presenting the material
Participates in each part of the presentation
LENGTH:
43210
Long enough to adequately cover assigned material
CONTENT:
43210
Topic covered thoroughly
Enough information given to understand topic
Did not exclude any important information or include
any unnecessary information
DESIGN:
43210
Very creative
Easy to see and follow
Did not include any unnecessary graphics
Group Roles: Student 1 – Info Gatherer
HANDS-ON ACTIVITY: 4 3 2 1 0
Included class in the learning process
Did more than lecture to the class
Student 2 - Designer
Student 3 – Presenter
PREPARE: 2 or 3 questions to guide discussion
TOTAL ________
23-24 A
21-22 B
18-20 C
16-17 D
0-15 F
Hop To The Next Page
| Intro | Welcome | Rainforest Unit | Team Search |
| Team Topics | Team Work Rubric | PowerPoint
30
American Literature
Anne Bradstreet Poetry
Name:______________________________________ Date: ______________________
Poem
1. “To My Dear and Loving Husband:
Poetic Devices:
2.
Appeal To Intellect, Senses, or Emotions
“Upon the Burning of Our House, July 10,
1666”
Theme:
1.
2.
Think about the different ways in which Anne Bradstreet appeals to the reader’s intellect, senses, and
emotions. In the box on the left, write one element to which each poem appeals the most. Then, in the box
on the right, make notes explaining how the poem appeals to that element.
Based on what you know about Puritan life, what aspects of married love between Puritans depicted in
Bradstreet’s poem seem realistic and what seems like fantasy? Make your own chart to record aspects.
31
Formative – Magic Square
American Literature
A
B
16
E
C
2
F
5
I
Name:_Key__________
D
3
G
11
J
13
H
10
K
7
8
L
6
12
9
M
N
4
O
14
P
15
1
Magic Number = _____34_______
A. The Great Awakening
1. William Bradford used this device to contrast phrases with each
other to create a balanced effect.
B. Half Way Covenant
2. Belief that if your ancestors were saved that all succeeding
generations would inherit salvation.
C. Sinners in the Hands of an Angry God
3. A fiery sermon by Jonathan Edwards in an attempt to awaken the
lethargic belief of the half way covenant and return sinners to the
original Puritan beliefs.
D. Analogy
4. Flesh vs. Spirit
E. Simile
5. Comparison of two things “Sinners soul is as heavy as a rock”.
F. Metaphor
6. Sound device in which the beginning consonant sounds are
repeated such as “God’s good providence”.
G. Personification
7. Poetic lines consisting of 10 syllables or 5 feet
H. Paradox
8. Contradictory statement
I. Couplet
9. Pairing of rhyming lines
J. Iambic Pentameter
10. Giving non-human objects human characteristics such as “Justice
bends an arrow”.
K. Alliteration
11. Anne Bradstreet compares her book to that of a child (Author to
Her Book).
L. The Mayflower Compact
12. First American document written to establish government.
M. Theme of “Upon the Burning of
Our House
14. William Bradford
N. Reason for writing was to justify God’s
way towards man.
15. Predestination
O. Puritan’s believed in Original Sin,
Salvation by Grace and
16. A religious movement intended to elicit a
fearful response emphasizing the sinful belief in the half way
covenant.
P. anti-thesis
32
Name:__Answer Key Pre-test-Post Tests Date:___________
American Literature –Pre-test/Post-test
Matching: Names in the right hand column may be used more than once. (4 pts. each)
__A__ 1. Wrote the “Mayflower Compact”
A. Wm. Bradford
__B__ 2. Writing shows a clear struggle between
flesh and spirit
B. Anne Bradstreet
C. Jon. Edwards
__A__ 3. Reason for writing was to justify God’s
way towards man
__B__ 4. Iambic Pentameter lines with rhyming couplets
__A__5. Wrote the history of Plymouth colony
__C__ 6. ….”you hang by a slender thread, with the
flames of divine wrath flashing about it, and ready every
moment to singe it, and burn it asunder.”
__B__7. Mutability or the idea that nothing lasts forever and flesh vs. spirit were repeated
themes for this author: “Here stood that trunk, and there that chest; There lay that store that I
love best.”
__C__8. Spokesman for “The Great Awakening”
__A__9. Wrote using anti-thesis and alliteration
__A__10. “But it pleased God before they came half seas over, to smite this young man with a
grievous disease, of which he died in a desperate manner, and so he himself was the first that was
thrown overboard.”
__A__11. Wrote in order to establish government
__C__12. Delivered a fiery sermon using many analogies
__B__13. Poetry contained many oxymoron and hyperbole examples
Multiple Choice: Pick the best answer. (4 points)
__C__ 1. Anne Bradstreet wrote: “I prize thy love more than whole mines of gold or all the
riches that the East doth hold.”
This line is an example of:
33
E.
F.
G.
H.
simile
metaphor
hyperbole
oxymoron
__A__ 2. William Bradford wrote: “the ship was shroudly (shrewdly) shaken.”
This line is an example of:
A. alliteration
B. idiom
C. personification
D. oxymoron
__B__ 3. Anne Bradstreet wrote: “I washed thy face, but more defects I saw, and rubbing off a
spot, still made a flaw.” What was she doing?
E. She was using a simile to compare her face like that of a wrinkled old man.
F. She was using a metaphor to compare her poetry to a child in order to cope with her
struggles of shame, embarrassment, and pride.
G. She was using a hyperbole by exaggerating the inability to remove spots.
H. She was using an oxymoron to contrast clean with dirty.
__B__ 4. Jonathan Edwards used imagery and figurative language in his sermon “Sinners in the
Hands of an Angry God”. The preacher’s voice roared like thunder is an example of:
E. metaphor
F. simile
G. understatement
H. overstatement
__A__ 5. “The bow of God’s wrath is bent, and the arrow made ready on the string, and justice
bends the bow at your heart, and strains the bow” is an example of:
E. personification
F. idiom
G. oxymoron
H. analogy
__D__ 6. “Then while we live, in love let’s so persevere/ That when we live no more, we may
live ever.” Bradstreet used a contradiction known as:
E. onomatopoeia
F. chiasmus
G. analogy
H. paradox
__A__7. The Mayflower Compact of 1620 was intended to:
E. establish government
F. justify God’s way toward man
G. record a history of man
H. make sure that Europe had a tight grip on the colonists so they would not seek
freedom and independence
34
__C__ 8. Bradstreet and Shakespeare were writing at roughly the same time period. Shakespeare
“O heavy lightness, serious vanity, feather of led, bright smoke, cold fire, sick health” are all
examples of:
E. chiasmus
F. metaphor
G. oxymoron
H. simile
__D__ 9. Jonathan Edwards states, “God holds people over the pit of hell as though they were a
spider over a fire” is an example of:
E. oxymoron
F. simile
G. personification
H. analogy
__D__10. The three basic beliefs of Puritan (Calvinistic) theology included all of the following
EXCEPT:
E. Original Sin
F. Salvation by grace
G. Predestination
H. All people are deserving of Heaven
Short answer: (6 points)
In considering Anne Bradstreet’s poem “To My Dear and Loving Husband,” in your own words,
how would you describe the relationship between the speaker and her husband? Do you think
the poem is an accurate or an idealized picture of the relationship they have? Why or why not?
Opinions will vary:
Rubric
0 points
3 points
6 points
Student makes no attempt
Student addresses one aspect
Students makes a valid
of the question but not all
attempt to evaluate the poem
and uses valid reasoning
Fill in the blank with the correct answer (2 points)
Oxymoron, hyperbole, metaphors, similes, and analogies are all examples of what type of
language?
_______figurative language_____________
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