8th Grade
Poetry Unit
Final Content Area Assesment
Plan
Jennifer Sommer
Sommer 1
Table of Contents:
Overview……………………………………………………………………………………………………………………….2
Standards and Objectives……………………………………………………………………………………………..3-4
Student Portfolio Development…………………………………………………………………………………..5-10
Data Collection and Evaluation…………………………….…………………………………………………..11-14
Teaching Self-Regulation………………………………………………………….............................................15-18
Materials and Sample Data Collection:
Journal Do Now Assignment………………………………………………………………………………19
Journal Do Now Prompts…………………………………………………………………….…………20-21
Sample Daily Journal Grade Sheet…………………………………………………….…………………22
Strengths and Weaknesses Exploration Worksheet……………………………..………………23
Strategies Dictionary……………………………………………………………………………………..24-25
Five Paragraph Guided Outline Graphic Organizer…………..…………………………………..26
Goal Worksheet………………………………………………………………………...…………………..27-28
Strategy Log……………………………………………………………………………...…………………..29-30
Poetic Terms Definition Worksheet……………………………………………………………….31-33
Poetry Terms Example Data……………………………………………………………………………….34
Class Poetry Dictionary…………………………………………………………………………………35-38
Dictionary Example Data…………………………………………………………………………………….39
Poetry Draft Assignment…………………………………………………………………………………….40
Workshop Etiquette Contract……………………………………………………………………………..41
Workshop Notes Assignment……………………………………………………………………………...42
Workshop Rubric………………………………………………………………………………………….43-44
Poetry Unit Final Assignment……………………………………………………………………………..45
Poetry Unit Final Project Rubrics…………………………………………………………………...46-49
Poetry Unit Final Project Grade Sheet………………………………………………………………….50
Poetry Slam Flyer……………………………………………………………………………………………….51
Reflection Worksheet……………………………………………………………………………………52-53
Strategy Tool Box…………………………………………………………………………………………54-55
Sample Favorites Strategies World Cloud Poll……………………………………………………..56
References………………………………………………………………………………………………………...…….57-58
Sommer 2
Overview:
This content area assessment plan is for a month long 8th grade English Language Arts
poetry unit, ideally but necessarily, during April (National Poetry Month). It uses a
combination of authentic and traditional assessments and strives to evaluate students
based on eight learning outcomes created in regards to the NYS Reading and Writing
Standards for 8th graders. This unit also gives students practice with self-regulatory
strategies to increase metacognition.
*All classroom materials created for this unit are at the end of this document.
Sommer 3
Standards and Objectives
Why did you choose the specific learning standards and objectives you will
be assessing?
I choose the following NYS Reading and Writing standards because they are
developmentally appropriate and state mandated:
Learning Standards:
This unit satisfies the following NYS Reading and Writing Standards for 8th graders:
Reading Standards:
1. Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.
4. Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other
texts.
5. Compare and contrast the structure of two or more texts and analyze how
the differing structure of each text contributes to its meaning and style.
11. Interpret, analyze, and evaluate narratives, poetry, and drama, artistically
and ethically by making connections to: other texts, ideas, cultural
perspectives, eras, personal events, and situations.
Writing Standards:
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3
above.)
5. With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 8 on page 66.)
11. Create a presentation, art work, or text in response to a literary work with
a commentary that identifies connections and explains divergences from the
original.
Sommer 4
b. Create poetry, stories, plays, and other literary forms (e.g. videos, art
work).
I also choose these specific standards because they are well supported by an 8th grade
poetry unit. They are supported because poetic analysis encourages the development of
critical thinking, use of textual evidence, writing, comparison of texts, use of poetic
language and terms, creativity, and the expression and analysis of art.
What learning outcomes were you looking for, and what makes them
important?
The following eight learning outcomes were created based on the above NYS Reading and
Writing Standards:
Learning Outcomes:
1. Students will be able to interpret, analyze, and evaluate poems.
2. Students will clearly present opinions on poem meanings in a coherent and well
formatted manner.
3. Students will use relevant evidence to support their claims.
4. Students will examine and critique each other’s work.
5. Students will practice revising, editing, and rewriting with peer and adult support.
6. Students will create original poems.
7. Students will practice free writing and learn about the creative process.
8. Students will learn poetic terminology.
Not only were these outcomes created to help meet NYS standards but each one represents
clear goals for the unit that can be communicated to students, administrators, colleagues,
and parents and that can be accurately assessed. What I mean by accurately assessed is
that the outcomes can be measured for achievement (Moskal 2003). For example I can
show how my students are able to use relevant evidence to support their claims through
their reflection papers, workshops, and self-regulatory activities. This is a measureable
outcome and as result is set up well for evaluation.
These eight learning outcomes also cover multiple levels of Bloom’s Taxonomy. Outcomes 1
and 2 require students to Analyze, Outcomes 2, 6, and 7 have students Create, Outcome 3, 4,
5, and 7 ask students to Evaluate, and Outcome 8 has students Remember, Apply, and
Understand. Thus in this unit students will pull from all six levels of Bloom’s Taxonomy
(Smart Tutor).
It is important to keep Bloom’s Taxonomy in mind when creating outcomes because it
encourages multiple levels of thinking and creates outcomes that are multifaceted and do
not merely aim at basic recall. As a result the classroom becomes a place of discovery and
the focus moves away from teaching and back to student learning (DuFour, 2004, p. 8).
Sommer 5
Student Portfolio Development
What is the purpose and audience for the portfolio?
My students will maintain portfolios that catalog their growth in ELA over the entire school
year so that students, parents, administrators, and I can see how students have progressed
over the year in my class.
I want to use the growth portfolio model because it forces students to examine both their
successes and failures (Rolheiser, Bower, & Stevahn, 2000). Thus it develops student selfefficacy and metacognition and helps students see how achievement is a result of their
capability to self-evaluate, set goals, and work over time (Rolheiser et al,. 2000). The focus
will become the learning process and not the end product. Helping students to see the
importance of the process and what attributes to their successes and failures makes them
better learners. To not teach students these skills means you run the risk of creating
students who attribute success to fixed intelligence, not effort, and as a result negatively
impact student self-worth and educational potential (Medina, 2010).
As previously stated the audience for the portfolios will be students, peers, administrators,
colleagues, and parents. I will use the portfolio to show parents student progress during
parent-teacher conferences. I will reference the portfolios to show my administrators and
colleagues growth and to reflect on whether or not I accomplished my objectives as a
teacher. As a teacher I will also be able to use the reflections students place in their
portfolios as a way to get to know them better, receive a fuller picture of the student’s
learning process and values, and to grade them. Furthermore students can present parts of
their portfolios to their peers for evaluation throughout the year. Thus encouraging peer
feedback and giving the students another audience. Finally students can present their
portfolios at the end of the year to all of the audiences mentioned as a celebration of what
they have accomplished.
What assessments will you have students put in their portfolios?
I will have students including the following in their portfolios:



Introductory Letter explaining what is in their portfolio and what they feel they
learned from the portfolio process.
Goal Worksheets/Plan of action outlining all goals made for the year and what the
student did to meet those goals and whether or not they felt successful and why.
4 Writing Samples, both successful and not so successful, including any planning,
rough drafts with editing, and final drafts. Students can choose which four pieces of
writing they would like to include but I will ask them to try to provide a variety and
include pieces that showcase both their weaknesses and strengths.
Sommer 6


Reflections for Each Sample that discuss what the student did well and what they can
work on.
List of Books Read with a short review (about a paragraph) on the student’s thoughts
on each.
From this unit, students can pull their Goals, Strengths and Weaknesses Explorations, and
Reflection Worksheets, Poem Draft, Final Poem and Reflection Paper, and some of their
classmates’ notes from the workshop.
I will evaluate the portfolio as a whole based on the following four criteria:




Completeness
Self-Assessment
Communication of Ideas
Evidence of Understanding
I believe these criteria and the learning samples I am asking students for will help show
that students have met many of the NYS Learning Standards and my learning outcomes for
this unit. The portfolio will help show that students know how to use relevant evidence to
support their claims (Learning Outcome 3) because reflections and goal worksheets
require them to explain why they are successful and unsuccessful. It also supports Learning
Outcome 5: Students will practice revising, editing, and rewriting with peer and adult
support. The portfolio shows evidence of this by having students show multiple drafts with
edits of their work.
The portfolio also supports my self-regulatory outcomes for this unit because it encourages
students to explain their goals, evaluate the techniques they used to meet these goals, and
show evidence of their successes or failures.
To what extent do your assessments fit the principles of authentic
assessment?
I believe that my assessments fit well into the principals of authentic assessment:
connecting, reflecting, and feedback (Scott, 2000, p.33).
Scott (2000) defines connecting as the process of students linking “facts, concepts, and
principles together in a unique way to solve problems or produce products” (p. 33). My
summative assessment (Poetry Unit Final Project) accomplishes this because it asks
students to take a poem we read in class, analyze the poetic techniques used, and then
apply them to the creation of their own original poem. Scott (2000) also mentions that
authentic assessments are generally scaffolded from simple to complex in order to improve
student learning and success (p. 34). My unit does this well because it starts by teaching
students the definitions of poetic terms, then moves on to finding these techniques in
Sommer 7
poems and analyzing the poems in class, and eventually builds up to translating these
analyses into a product.
My assessments also support the principal of reflection or the development of
metacognition (Scott, 2000, p. 34). I provide students with opportunities to reflect on their
thinking and learning through my self-regulatory materials and their final unit reflection
paper.
Finally I incorporated feedback in a few ways. First I give students the opportunity to
receive feedback from one another in workshop and their goal settings groups. I also give
myself multiple opportunities throughout the unit to give students more detailed feedback
that is user-friendly and invites students to talk to me more in depth about their plans and
ideas for the summative assessment. This is clear when looking at the sample teacher
comments section of the Daily Journal Sample Grade Sheet (reproduced below):
Teacher Comments: Nice work. You really took your time to answer the
prompts thoroughly. I thought your answer to prompt 15 was
particularly imaginative and would be a great basis for your original
poem; I’d love to take the time to discuss your ideas for the poem with
you in more depth.
My goal with feedback is to give students multiple perspectives through peer, self, and
teacher evaluations. I want to make sure that my students receive feedback that they can
use and that goes beyond cryptic messages of awkward wording or try harder next time. In
doing so, I hope to create an environment that supports authentic assessment and allows
the teacher and student to become partners in the learning process (Scott, 2000, p. 36).
How well do they cover all levels of Bloom’s taxonomy?
My assessments cover every level of Bloom’s Taxonomy because they are based on my
eight Learning Outcomes, which as I mentioned earlier incorporate all components of
Bloom’s Taxonomy. I have reproduced that paragraph below for that previous question for
the reader’s convenience:
These eight learning outcomes also cover multiple levels of Bloom’s Taxonomy. Outcomes 1
and 2 require students to Analyze, Outcomes 2, 6, and 7 have students Create, Outcome 3, 4, 5,
and 7 ask students to Evaluate, and Outcome 8 has students Remember, Apply, and
Understand. Thus in this unit students will pull from all six levels of Bloom’s Taxonomy (Smart
Tutor).
Sommer 8
The following chart maps all of my assessments to my outcomes as well as the NYS
Standards so you can easily see which assignments assess which outcomes and thus cover
the above mentioned level(s) of Bloom’s Taxonomy:
Learning Outcome
NYS Standard Addressed
Reading
Materials/Assessments Used
Writing
1
11
4
Student Poetry Workshop,
Poem Reflection Paper, Poetic
Terms Student Dictionary
2
1, 5, 11
4
Poem Reflection Paper
3
1
4
11
5
Student Poetry Workshop
5
11
5
Student Poetry Workshop,
Strength/Weakness Graphic
Organizer
6
11
11, 11 b
Poem Draft 1, Final Poem
5, 11, 11 b
Journals/Do Nows, Student
Poetry Workshop, Poetry Slam
7
8
4
Student Poetry Workshop,
Poem Reflection Paper, Poetic
Terms Student Dictionary, Goal
Worksheet
Poetic Terms Definition
Worksheet, Poetic Terms
Student Dictionary
How will the information gained from the assessments be useful to you? To
your students?
They will be useful to me because I will be better able to inform my teaching by looking at
data from assignments such as the Poetry Terms Worksheet or the Class Poetry Dictionary.
Secondly I feel that through the Journal Do Nows, poem, and self-regulatory worksheets I
will learn a lot about my students’ interests, values, and how they see themselves as
learners. The Reflection Paper and Reflection Worksheet will also give me insight on how
Sommer 9
students feel they did during the unit and allow me to examine how well they synthesized
the information. All of these items will help me learn more about my students and their
learning habits so I can better inform and improve my teaching.
I think the information will be useful to students because throughout the unit I will give
them feedback on their formative assessments so they have a good idea of how they are
doing and how they can improve. I think by allowing many opportunities for teacher
student communication I am reinforcing the idea that we are partners in the learning
process and am increasing their chances of success. Furthermore they will be able to use
this feedback in the future to inform their strength and weakness evaluations, goal setting,
and to work on their portfolios.
How will you keep the portfolio – will it be electronic or paper? What
storage/organization system or software will you use to keep the portfolio?
Why?
I believe that the portfolio organization will ultimately need to be determined when I enter
my future school and meet my students. School environments, student populations, and
classrooms vary so greatly that is would be hard to predict what would work best. That
being said, I have listed below three possible ways of organizing this type of portfolio
depending on school resources and the students I am teaching:
1. Three Ring Binder with Clear Page Protectors – This option is ideal if you have the
space available to store a binder for each of your students because it gives students
the ability to quickly and easily reorganize their portfolio while protecting the
pages within the portfolio.
2. Manila Folder with Stapled Sides – I like this option because it is simple and does not
take up many resources. Manila folders are relatively inexpensive and they do not
take up a large amount of classroom space.
3. Electronic (Flash Drive, Google Doc, etc) – I like the idea of incorporating technology
in the classroom because technological literacy is a necessary skill for success in
today’s society and I believe it will continue to be one in the future. That being said,
it can be expensive and difficult to implement in the classroom, especially if
resources are limited.
No matter what organizational system I choose I will be sure to provide my students with a
Table of Contents Check List that they can keep in the front of their binders, folders, or
electronically. This check list will include all the components/categories students will need
to complete the portfolio as well as space for students to write which paper, assignment, or
test they choose to use to fulfill each component. I want students to have some choice in
what goes into their portfolio because Rolheiser, Bower, and Stevahan (2000) state that
choice makes portfolios more meaningful for students and provides them with more pride
than a portfolio made from teacher suggestions/choices.
Sommer 10
How will you “publish” the portfolio?
I would like my students to present their completed portfolios to other teachers in the
school, administrators, their peers and families, and me at a portfolio exhibition. It would
be set up so that students could be stationed around the event space with their portfolios
and people could cycle around the room asking questions. I like this setup because it gives
students a chance to show off all their hard work and thus increases student pride and selfworth. Furthermore students will be continuing to practice metacognition as people come
to speak to them about their portfolios.
It would also be nice to have students write a short letter to their next year’s ELA teacher
that can be sent off with their portfolio. This will help the teacher because it gives her more
information about the students she will encounter in her class next year, what they learned,
and what they may still need to work on. It also gives students a chance to personally
introduce themselves as learners; thus allowing them to influence their future learning
environments before they enter their new classrooms.
Sommer 11
Data Collection and Evaluation
How will you evaluate and collect data on the assessments you will be
using?
I varied my evaluation and data collection techniques depending on the assessment. Below
is an explanation of both for each assessment:





Journal Do Nows – Student do nows/writing prompts will be factored into their class
participation grade for the semester. Students will hand in their journals at the end
of every week and I will use a Daily Journal Grade Sheet for each student to record
which Do Nows were completed (+ mark) or were not completed (- mark). These
grade sheets will also include teacher comments with a suggestion of a possible
prompt response the student can use as inspiration for his poem. It should be noted
that journals will not be graded for grammar, spelling, or punctuation. The goal here
is to get the students to be inspired and write down as many ideas as possible, not to
focus on grammatically correct writing.
Self-Regulation Worksheets (Strengths and Weaknesses Exploration Worksheet,
Strategy Dictionary, Goal Worksheet, Strategy Log, Strategy Tool Box, Reflection
Worksheet)– These sheets will be looked over by me and counted as complete or
incomplete. They will be used as a way for me to check in with the students and give
them feedback on their self-evaluations. This way I can guide students to create
challenging yet achievable goals.
Poetic Terms Definitions – These packets will be graded so that each correct answer
is worth one point. For the answer to be correct the student needs to correctly
define the term is his own words. The definition will be marked incorrect if it is
wrong or if it is merely copied from the back of the book. Next I will mark which
definitions each student defined correctly and incorrectly in excel and I will graph
the data so that I can see what the most misunderstood terms are. I will review the
most misused terms with the class to be sure that they understand all of the
material. If you look at the Poetry Terms Example Data you will see a sample of this
type of Excel sheet. In this case, for example, I would try to focus future poetry
analysis on the term connotation because the majority of the class misunderstood it.
I will also use student answers to create the Class Poetry Dictionary, which is the
next assignment.
Class Poetry Dictionary – This assignment will be graded similarly to the Poetic
Terms Definitions and the data will also be stored and used in the same way. An
example of this data can be seen on the Dictionary Example Data Sheet. If I was
looking at this data sheet, I would proceed to review the terms blank verse and
connotation as well as a few others that were often marked incorrect with the class.
Poetry Draft Assignment & Notes Assignment – For the Poetry Draft Assignment
students will receive feedback from each other through the Notes Assignment and
workshop. The guidelines for this feedback can be found on the Workshop Etiquette
Sommer 12



Contract and the Notes Assignment. I will look over the responses to the Notes
Assignment and factor these responses into each student’s workshop grade. This is
further explained on the Workshop Rubric. I will also hand all the notes back to each
student poet so that they can see what others commented on their poem that may
not have been mentioned in workshop and incorporate some of these ideas into
their revisions.
Workshop – I will use the Workshop Rubric to grade students and give them
feedback. I have chosen to include some form of written feedback along with my
grades because students generally benefit from a combination of both.
Poetry Unit Final Assignment (Poem & Reflection Paper) – These assignments will be
handed back with comments and will be graded based on the Poetry Unit Final
Project Rubrics. All of this info will be handed back to each student individually on
the Poetry Unit Final Project Grade Sheet.
Sample Favorite Strategies Word Cloud Poll – I will be using Wordle as a fun visual
way for students to send in their favorite strategies to achieve their goals during this
unit. The program creates a word cloud with the most popular answers appearing
larger and in the forefront. This is a great way for students to see other strategies
they may not have tried and gives us an opportunity to share why students found
certain strategies to be so helpful.
Why did you choose to create your rubric(s) the way you did?
I mapped my rubrics to ensure that they were assessing the eight learning outcomes I set
out for my students because this is the only way that I will be able to properly assess if my
students met the outcomes I set for them. To base my rubrics on anything but these
outcomes would mean I would be unable to properly asses if my outcomes were met. Thus
I would be unable to properly inform my teaching with the data I gleaned from assessment
and would not be supporting data driven teaching.
I believe that it is extremely important to use data driven teaching because teachers need
to be able to adapt their teaching to the needs of the students in their classes. If they do not
do so they are not helping the students reach their full potential and are not fulfilling their
obligation as educators.
Furthermore I tried to make my rubrics as straightforward and clear as possible; this is
evident when looking at the Capturing a Style/Artist section of the Final Poem Rubric
(reproduced below):
Category
Capturing a Style/Artist
(60%)
40
Student poem
consistently
and correctly
uses 3 or more
similar poetic
techniques to
30
Student poem
uses 1-2
similar poetic
techniques
correctly.
20
Student has
used only 1
similar poetic
technique
correctly.
10
No similar
poetic
techniques
have been
used or all
have been
Sommer 13
the original
poem to
enhance
meaning.
used
incorrectly.
Rather than state students will receive a 40 when they consistently use poetic techniques, I
listed a specific number of techniques, 3 or more, necessary to receive that score.
This kind of straight forward language is important for a few reasons. First this makes
rubrics more user-friendly to students when they are peer editing each other’s work or
trying to prepare an assignment. The rubric acts as a clear guideline for success by taking
the guesswork out of what is necessary to succeed. Second by setting clear criteria I will be
able to justify any grades to students, parents, and administrators. Overall I aimed to create
rubrics that deliver clear expectations that could be used by a variety of reviewers and still
produce consistent results while removing as much bias and subjectivity as possible, which
is particularly important when using authentic assessment (Moskal 2003).
Why did you choose to collect data the way you did?
I choose to collect the data primarily in Excel because I like the compactness and ease of
everything being electronic. Excel enables me to use a variety of functions so that I can look
at the data from various angles and through various visuals. It also lets me see the class as a
whole so that I can target my teaching on concepts the majority of the class is missing and
give more individualized instruction to those students missing more commonly understood
concepts.
How do you expect the data to be useful to you and to your students?
As I have previously stated I believe that I will be able to better teach my students with the
data through data driven teaching. I also feel that by examining the data in this way I can
assess not only what concepts students may be finding more difficult but whether or not a
teaching technique or lesson I used was successful. I can use this information to inform
further instruction. For example if I realize that my students learn terms much better
through examples than straight definitions, I can make sure future worksheets and lessons
always include an example when I provide a definition to the students.
I think the data will be useful to students because they are receiving feedback from both
their classmates and me. Thus they are learning to use each other as resources (another
self-regulation strategy) and they are receiving a variety of opinions. I also hope through
the use of the self-regulation strategy Wordle poll students will be able to see first-hand
how their classmates accomplish their goals and either be inspired to work harder or to try
a new strategy.
Sommer 14
How will you translate your data into summary grades for report cards?
Why did you decide to do it that way?
My data will be translated into letter grades for each assignment so that they are easily
translated on to the student report cards and are easy for parents and students to
understand. Letter grades will be determined as follows:
A+ = 97-100
A = 93-96
A- = 90-92
B+ = 87- 89
B = 83-86
B- = 80-83
C+ = 77-79
C = 73-76
C- = 70-72
D+ = 67-69
D = 63-66
D- = 60-62
F = Below 60
The following assignments from this unit along with assignments from the units I teach
during that quarter will be combined to determine the numeric value and thus the final
letter grade for that quarter.
Self-Regulation Worksheets (Strengths and Weaknesses Exploration Worksheet, Strategy
Dictionary, Goal Worksheet, Strategy Log, Strategy Tool Box, Reflection Worksheet),
Journal Do Nows, and the Poem Draft will be looked at only for completion as these
assignments are meant to be used as a communication point between student and teacher.
The focus here is on the process not the end product.
The Poetic Terms Definition Worksheet and Class Poetry Dictionary will receive grades out
of 18 points for each correct answer.
Workshop grades and the Poetry Unit Final Assignment will be graded based on the
attached rubrics.
For the average quarter I will weight my grades as follows: 20% Participation, 30%
Homework, 15% Tests & Quizzes, 35% Large Scale Papers, Projects, and Other
Assignments.
Sommer 15
Teaching Self-Regulation
How will you teach self-regulation as part of this assessment?
Throughout this unit I intend to address the five self-regulatory outcomes below:
Self-Regulatory Outcomes:
1. Students will identify personal strengths and weaknesses.
2. Students will set at least one personal goal for the unit.
3. Students will work with others students and with the teacher to brainstorm
strategies or steps to accomplish their goals.
4. Students will note techniques used and evaluate which were most effective.
5. Students will place their most successful strategy or strategies in their study tool
box (a document they will update throughout the year).
I choose these outcomes because I believe that they can be easily incorporated into this
unit and will reinforce some of my learning outcomes. For example, one of my outcomes is
to have students use textual evidence to back up their claims; the idea of using evidence to
back up one’s opinion, evaluation, or argument can be further supported through selfregulation. This skill is supported in the Strengths and Weaknesses Exploration Sheet, Goal
Worksheet, and Reflection Worksheet. All of these worksheets require students to use
evidence to explain what their weaknesses and strengths are or why they are choosing the
goal(s) they have for themselves.
Furthermore students are asked to brainstorm in their goal setting groups strategies to
reach their goals. This supports Learning Outcome 7 because brainstorming can be a useful
part of the creative process.
The following table maps how the self-regulatory materials I plan to incorporate in this
unit address each self-regulatory outcome:
Self-Regulatory Outcome
Materials
1
Strengths and Weaknesses Exploration Sheet
2
Goal Worksheet
3
Goal Worksheet, Strategy Dictionary
4
Study Tool Log Sheet
5
Study Tool Box Sheet
Sommer 16
What aspect of self-regulation will you be addressing in particular?
I am addressing the reflection/metacognition aspect of self-regulation because I believe
these skills will help students meet my self-regulatory objectives, my learning objectives,
and excel in the future.
As you can see from my worksheets, I am having students assess their strengths and
weaknesses, set goals based on that information, research strategies, choose a plan of
action, and evaluate strategies and goal success or failure. All of these items fall under
metacognition because as Rolhesier, Bower, and Stevahn (2000) state metacognition has
two dimensions: knowledge of cognition (what helps me learn, what strategies are
available, when and why do I use these strategies) and regulation of cognition (effectively
selecting strategies to achieve goals, self-monitoring, and self-evaluating).
What self-regulation strategies will your students be learning, and how
will you teach them?
Students will be reviewing a variety of strategies within teacher made goal setting groups.
They will brainstorm and look up strategy definitions with the help of the teacher, their
Strategies Dictionaries, peers, and based on previous strategies reviewed in other units.
In particular we will focus on the use of Guided Outlines and BOTEK because these two
strategies will help students structure their reflection papers. We will review these
strategies through in class modeling, dissection of previous essays or example essays to
work backwards and fill out the steps of a guided outline or BOTEK, and strategy research
in goal setting groups.
That being said, I realize that every class has a diverse group of students so it is hard to
simply teach one strategy and hope that it fits all. Thus students will work with their goal
setting groups and my help to fill out a scaffolded set of worksheets (Strengths and
Weaknesses Exploration Sheet, Goal Worksheet, Strategy Log, and Reflection Worksheet)
to walk them through the steps of strategy evaluation and goal setting. This way each
student can choose strategies that he believes will addresses his unique goal(s) and needs.
Why did you choose those strategies and that way of teaching them?
I choose to focus on those two strategies in particular because I believe they will help
students successfully write reflection papers and improve student writing. I particularly
like the way the guided outline explains to students what to do at each step because it
nicely scaffolds the writing process for students who are having a bit more trouble by
offering them a clear graphic organizer. BOTEK on the other hand is a good choice for
students who might not like using a graphic organizer and are more skilled at writing
essays. Overall I think 8th grades will benefit from the structure these two strategies give to
the writing process.
Sommer 17
Furthermore I choose to break students into groups so to work on goal setting and strategy
planning so that students who are more adept at self-regulation can help guide other
students. This type of interaction also helps build community within the classroom
(Landson-Billings, 2009, p. 130).
I also believe that all students are unique and have different needs. By allowing them to
choose strategies and test various ones out I am diversifying learning for everyone while
giving them choice. Choice is important because it helps increase student investment in the
task. This in turn creates an environment where students feel like they are valued members
of the learning process.
What kinds of questions will you ask to get students to reflect? How will
you ask them?
Students will use the Reflection Worksheet to reflect on the unit. This worksheet asks each
student to reiterate his original goal for the unit, cite which strategies were tested, and then
use his Strategy Log to evaluate which strategy was best, if there was one, and add it to his
Strategy Tool Box.
The Strategy Tool Box is a self-regulation document that students will be using throughout
the year. As we learn about new self-regulation strategies, students will record which ones
they like and what they used them for so that they can reference the sheet in the future.
The worksheet also asks students to reflect on whether or not they accomplished their
goal(s) and to choose a goal(s) that they may focus on in the next unit as well as possible
strategies to reach it.
Finally a class discussion will be prompted by the Wordle world cloud poll of favorite
strategies. Students will be able to share with the class which strategies worked well for
them and why and I will ask the class questions based on the poll such as “Text tagging is
the most popular strategy; why do you think that is?”
Overall I tried to give students a variety of reflection questions and scaffold them from
simple to more thought-provoking open ended questions that encourage metacognition.
How do these questions relate to the aspects of self-regulation you are
teaching? Why did you choose them?
These questions relate well because they bring students back to their original goals and ask
them to evaluate whether or not they succeeded. By following the Reflection Worksheet a
student who perhaps did not meet his goal because he did not test out the strategies easily
sees that. Furthermore it reinforces Learning Outcome 3 because it asks students to
support their assessments with evidence.
Sommer 18
I choose these questions because I want my students to be reflective learners. I want to
foster within them a sense of self awareness and responsibility for their actions. I believe
that my self-regulation plan helps accomplish these goals and helps students see the cause
and effect relationship between effort and accomplishing their goals. Educational success is
not merely based on intelligence. I want my students to understand that it is based on
effort and hard work because they all have the potential to succeed (Medina, 2010). Finally
metacognitive skills such as reflection and goal setting are necessary for success in
education and the real world.
Sommer 19
Journal Do Now Instructions:
During this unit each of you will be keeping a writing journal, which you
will bring to class every day. This journal should either be a separate
section of your ELA binder or another notebook entirely.
At the beginning of every class a numbered Do Now writing prompt will
be on the board for you to complete. Journals will be collected weekly
and each Do Now should be numbered in the journal as it is on the
board.
Each journal entry will be marked as completed with a + or incomplete
with a – and be factored into your class participation grade.
Grammar, punctuation, handwriting, and spelling do not count. If you
are an ELL student, please feel free to write in your native language for
these activities. This journal is for your benefit and can be later used as
inspiration for your original poetry writing assignment.
Sommer 20
Journal Do Nows/Prompts:
To be put on the board:
1. Describe someone who looks bored without using the words bored, yawned, stared
or sighed.
2. Describe your best friend without using any physical characteristics.
3. Write 10 food and people similes. In other words, compare a person (real or
imagined) to food. Try to create a very clear image of the person. Example: Matt is
dull like a potato or Francine blushed as bright as a ripe tomato.
4. Write only in rhyme.
5. Make up at least 5 metaphors to describe two of the following feelings: sadness,
anger, joy, pride, and guilt. Example: Love is a rose or my guilt sat on my shoulders
with the weight of a heavy backpack.
6. Describe the sound of rain when it falls.
7. What color is love? What about hate? Or sorrow? Choose a feeling and describe it in
terms of color.
8. Look at the following picture and write about what is going on in it:
9. Describe a first in your life such as the first time you tied your shoes, your first
vacation, or the first time you scored the winning goal.
10. What did you eat for breakfast this morning? Write down as much sensory
information as you can remember.
Sommer 21
11. Grab a sheet of paper and start two columns. In one column list ten nouns and in the
other column list ten verbs. Pair them up randomly and write a sentence for each
pair.
12. Write a poem that is 26 lines long. Each sentence should begin with a different letter
in the alphabet from A to Z.
13. Write 10 hyperboles.
14. Write an ode (a poem of enthusiastic praise towards something or someone) to a
common object such as your socks or a pencil.
15. Listen to the following song and write what it makes you think of? How does it make
you feel? Let your mood follow the song. Don’t stop writing until the song is over.
Sommer 22
Sample Daily Journal Grade Sheet
Do Now #
Grade (+/-)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Total
+
+
+
+
_
_
+
+
+
+
+
+
+
+
12/15
Teacher Comments: Nice work. You really took your time to answer the
prompts thoroughly. I thought your answer to prompt 15 was
particularly imaginative and would be a great basis for your original
poem; I’d love to take the time to discuss your ideas for the poem with
you in more depth.
Sommer 23
Strengths and Weaknesses Exploration Sheet:
Look at three or more of your past papers and log teacher comments
as either strengths or weaknesses.
Strengths
Weaknesses
Sommer 24
Strategies Dictionary
Below are a few strategies you may find helpful during this unit. Feel free to
look up additional strategies with your group and add them to this worksheet
or your goal worksheet.
Unsure what other strategies to look up? Choose one from the list below and
record the definition in your chart or talk with your group and the teacher.
POW
TREE
Strategy
Dictionary
Changing My Study Environment
Description
BOTEK
Brainstorming, Organizing,
generating a Topic sentence (or
Thesis), providing supportive
Evidence (or Elaborating), and
generating a Conclusion.
Brainstorm
Writing down as many ideas as
possible. These ideas could vary from
topics for a paper, characters in a
story or poem, or solutions to a
problem.
Graphic Organizer
A visual representation of knowledge,
concepts, or ideas.
Highlighting Essay Based on Rubric Using a rubric, highlight key points in
your essay such as each piece of
textual evidence used or topic
sentence/thesis. Then compare this to
the rubric and see if you are meeting
the standards. You can also switch
papers with a peer to get a different
perspective.
Outline
Guided (look in your packet) or writer
created, an outline is a plan for
writing. Think of it as directions or a
recipe for your essay. It lists all the
pieces and the order they go in. An
Sommer 25
Peer Support
Text Tagging
Thesaurus
outline can guide you as you write.
Look to your peers for help on editing,
opinions on ideas, or help using these
self-regulatory strategies. It always
helps to get another perspective on
things.
Using colored tabs, mark the key
ideas in each paragraph. Then go back
with sticky notes and summarize
sections of the text, chapters, or
stanzas of the poem to see if you
understand the material. You can also
use text tagging to highlight any
words you don’t know.
Use this tool to look up synonyms or
antonyms for any word.
Sommer 26
Sommer 27
Goal Worksheet
Name: ________________________________________
One weakness I have is _______________________________________________________________
__________________________________________________________________________________________
I know this is a weakness because (Cite evidence below to back up your claim):
1. ___________________________________________________________________________________
2. ___________________________________________________________________________________
3. ___________________________________________________________________________________
With your group, look at the below strategies and look up or ask about any
you do not know. Circle which strategies you are interested in.
BOTEK
Outline/Guided Outline
Text Tagging
Thesaurus
Highlighting Rubric Conditions in Essay
Peer Support
Brainstorm Ideas
Other: _____________________
Graphic Organizer
Sommer 28
Choose at least 3 of the above strategies that you will try to implement and fill
in the blanks below:
The first strategy I will try is ___________________________ and this will help me
overcome ____________________________________ because _______________________________.
The second strategy I will try is ___________________________ and this will help me
overcome ____________________________________ because _______________________________.
The third strategy I will try is ___________________________ and this will help me
overcome ____________________________________ because _______________________________.
Teacher Comments: __________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Sommer 29
Sommer 30
Sommer 31
Poetic Terms Definition Worksheet
Look up the following poetic terms in your textbook and define them in your
own words.
Alliteration:
Connotation:
Couplet:
Denotation:
Fixed Form:
Free Verse:
Hyperbole:
Sommer 32
Imagery:
Metaphor:
Meter:
Onomatopoeia:
Repetition:
Rhyme:
Rhyme Scheme:
Rhythm:
Sommer 33
Simile:
Stanza:
Theme:
Sommer 34
Poetry Terms Example Data
Sommer 35
Class Poetry Dictionary
Find examples of the following poetic terms in one of the following poems or
create your own. Write your examples in the blue section and try to explain
the poet’s reasoning for using each technique.
“Because I Could Not Stop for Death…” by Emily Dickenson
“I, Too” by Langston Hughes
“Our Other Sister” by Jeffery Harrison
“The Raven” by Edgar Allen Poe
“Sonnet #18” by William Shakespeare
Alliteration:
Repetition of consonant sounds,
particularly at the beginning of
words.
Connotation:
Associations a word has beyond its
dictionary definition.
Couplet:
A pair of rhymed lines.
Denotation:
Dictionary meaning of a word.
Sommer 36
Fixed Form:
Poem characterized by a consistent
pattern of such elements such as
rhyme, line length, and meter.
Free Verse:
Poem without a regular patter. It is
not bound by poetic conventions
such as meter and rhyme scheme.
Hyperbole:
Figure of speech involving
exaggeration.
Imagery:
Pattern of related comparative
aspects of language, particularly of
images.
Metaphor:
Comparison between two
essentially unlike things without
explicit comparison words such as
like or as.
Meter:
The measured pattern of rhythmic
accents in a poem.
Sommer 37
Onomatopoeia:
Use of words to imitate the sound
they describe such as buzz or
crack.
Repetition:
Repeating a word on line for
emphasis.
Rhyme:
Matching the final vowel or
consonant sound in two or more
words.
Rhyme Scheme:
The rhyme pattern of a poem
comparing one line to another,
generally based on the end word of
a line. Rhyme scheme is labeled in
a poem line by line in a pattern
such as ABABBA. This indicates
that end words in A lines rhyme
together and end words in B lines
rhyme together.
Rhythm:
The reoccurrence of accent or
stresses in verse.
Sommer 38
Simile:
A comparison of two unlike things
using like, as, or as though.
Stanza:
A subsection of a poem.
Theme:
The idea or meaning behind the
literary work or poem; what the
author wants the reader to take
away.
Sommer 39
Dictionary Example Data
Sommer 40
Poetry Draft Assignment:
To prepare for our upcoming workshop and final assignment, you must
write an original poem based on one of the poems we read in class so far
or another poem of your choice.
You must use at least 3 poetic techniques found in your chosen poem in
your original poem. Below is a list of possible poetic techniques that we
have learned about that you may encounter and want to emulate:
Alliteration, Connotation, Couplet, Hyperbole, Imagery, Metaphor, Simile,
Onomatopoeia, Repetition, Rhyme
Please only choose techniques from the above list.
Remember to make sure your poem has a theme and that the
techniques used support that message.
Please refer to the Poem Rubric as you write your poem. It will be used
in the future to assess your final poem.
When you are ready to hand in your poem, please hand in a typed copy
of your original poem as well as a copy of the poem it is based on.
Due Date: _______________________
Sommer 41
Workshop Etiquette Contract
I agree to the following workshop etiquette rules:
1. I will hand in my draft poem by the due date so that my teacher can
make copies for the class.
2. I will listen to whoever is speaking and not talk when someone else is
speaking.
3. If my poem is being discussed, I will remain silent until the end when
the teacher invites me to ask any final questions.
4. While my poem is being discussed I will take notes.
5. I will read all poems prior to class and make relevant notes so that I can
offer constructive comments.
6. I will offer up positive and constructive feedback and will back up my
feedback with evidence from the poem.
7. I will not make fun of other people’s poems or writing skills. Instead I
will contribute to a supportive environment.
Sign here: ____________________________________________________________________________
Sommer 42
Workshop Notes Assignment
To prepare for our upcoming workshop you are required to make notes
on each of your classmates’ poems so that you can participate in a
productive workshop.
Please read each poem at least twice before making liner notes and final
comments (about a paragraph at the end); this should look like the
models you were shown in class. You may hand write these notes
directly on your copy of the poem. You do not need to use complete
sentences for liner notes. Your noted copies will be collected after the
workshop is completed. Comments will be assessed and calculated into
your workshop grade as seen in the critique category of the Workshop
rubric.
All poets will receive these peer noted copies of their poems so that they
can receive additional feedback.
Please use your Class Poetry Dictionary to help you when making
thoughtful comments and critiques.
Sommer 43
Workshop Rubric
Student: __________________________________________
Category
40
Participation
Focused on
tasks at all
times; asks
thoughtful
questions;
gives peers
valuable
feedback all of
the time.
Critique
30
20
Focused on
tasks most of
the time;
asks good
questions;
gives peers
valuable
feedback
most of the
time.
Student
Student
writes
writes
thoughtful
thoughtful
liner and end liner and end
notes on each notes on
student poem most student
and makes use poems and
of correct
makes use of
poetic
correct poetic
vocabulary.
vocabulary.
Adherence to
Workshop Etiquette
Contract
Student
adheres to the
workshop
etiquette
guidelines 90100% of the
time.
Preparedness
Student
brings a copy
of each peer
poem with
thoughtful
notes 90100% of the
time.
Focused on
tasks some of
the time (may
need
redirection);
asks questions
at times;
gives peers
feedback
sometimes.
Student
attempts to
make
thoughtful
liner and end
notes on most
student
poems but
does not
always use
correct poetic
vocabulary.
Student
Student
adheres to
adheres to the
the workshop workshop
etiquette
etiquette
guidelines
guidelines 7080-89% of
79% of the
the time.
time.
Student
brings a copy
of each peer
poem with
thoughtful
notes 80-89%
of the time.
Student
brings a copy
of each peer
poem with
thoughtful
notes 70-79%
of the time.
10
Often
unfocused on
tasks; needs
redirection;
rarely asks
questions;
rarely offers
feedback
Student fails
to make
thoughtful
comments on
many
student
poems and
either does
not use or
misuses
poetic
vocabulary.
Student
adheres to
the workshop
etiquette
guidelines
less than
70% of the
time.
Student
brings a copy
of each peer
poem with
thoughtful
notes less
than 70% of
the time
Sommer 44
Teacher Comments: __________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Sommer 45
Poetry Unit Final Assignment
For your final project you will be handing in a final copy of your student
poem along with a reflection comparing the poetic devices used in your
poem that are also used in the emulated poem and how both contribute
to each poems meaning.
The reflection paper should be 2-3 pages in length, typed in 12 point
Times New Roman, and double spaced. Please use MLA format when
citing lines from the emulated poem and include a reference page with
an MLA citation for the poem. You do not need to write a citation for
your original poem.
Please refer to the rubric as you complete your assignment.
As always plagiarism of any kind in the poem or reflection will result in
an automatic failing grade.
Please let me know if you have any questions or concerns.
Due Date: _______________________
Sommer 46
Poetry Unit Final Project Rubrics
Student: __________________________________________
Poem Rubric (20%)
Category
40
30
20
Creativity (10%)
Poem has a
clear theme
and uses
supportive
poetic
techniques,
unique
imagery, and
diverse
language that
enhance the
meaning of the
poem.
Poem has a
clear theme
supported by
creative use of
poetic
techniques,
imagery, and
diverse
language but
also uses
many clichés.
Poet attempts
to use creative
techniques,
diverse
language and
imagery.
However these
efforts often
contradict or
obscure the
poem’s theme.
Poem shows
little
creativity.
Poet often
uses clichés
and does not
use diverse
language or
imagery.
Poem has no
clear theme.
Capturing a Style/Artist
(60%)
Student poem
consistently
and correctly
uses 3 or more
similar poetic
techniques to
the original
poem to
enhance
meaning.
Student makes
thoughtful
changes to
poem, above
and beyond
what was
suggested in
workshop.
Student poem
uses 1-2
similar poetic
techniques
correctly.
Student has
used only 1
similar poetic
technique
correctly.
No similar
poetic
techniques
have been
used or all
have been
used
incorrectly.
Student
makes changes
to poem based
on workshop
critique but
does not go
beyond these
suggestions.
Student
attempts to
make changes
to his/her poem
but changes
seem
haphazard and
without
reason.
Student
makes little
attempt to
change his/her
poem after
workshop
critique.
Draft1 and
the final draft
look nearly
identically,
except for a
few superficial
changes.
Writing Process (10%)
10
Sommer 47
Grammar Usage,
Mechanics, and Spelling
(20%)
There are no
errors in
mechanics,
usage,
grammar, or
spelling.
There are 1-2
errors
in mechanics,
usage,
grammar, or
spelling.
The poem is
difficult to
understand at
times because
of errors in
mechanics,
usage,
grammar, or
spelling.
The poem is
consistently
difficult to
understand
because of
errors in
mechanics,
usage,
grammar, or
spelling.
*Plagiarism of any kind will not be tolerated and will result in an automatic failing grade.
Sommer 48
Reflection Paper Rubric (80%)
Student: __________________________________________
Category
40
30
20
10
Poetic
Comparison/Analysis
(50%)
Student
accurately
describes the
three or more
poetic
techniques
used in his/her
poem and their
relation to the
emulated poem
and how both
relate to
meaning.
Student
accurately
describes 2
poetic
techniques
used in his/her
poem and
their relation
to the
emulated
poem and how
both relate to
meaning.
Student does
not accurately
describe poetic
techniques
used and how
they relate to
the original
poem. Student
fails to draw
conclusions
between
techniques
and poem
meaning.
Textual Evidence (20%)
Student
thoughtfully
chooses textual
evidence, using
direct quotes,
from both
poems that
support
analysis.
Student uses
some textual
evidence,
using direct
quotes, to
support
analysis but
does not use
evidence from
both poems
when
comparing.
There are one
to two errors
using MLA
format.
Student
accurately
describes 1
poetic
techniques
used in his/her
poem and it’s
relation to the
emulated poem
and/or only
relates the
techniques
used to one of
the poem’s
meanings.
Student fails to
use direct
textual
evidence and
rather
obscurely
refers to the
poems. Often
these
references do
not back up
claims.
There are three
to four errors
using MLA
format.
Reflection is
difficult to
follow due to
poor
organization.
Transitions are
used but often
choppy.
Paragraphs
and sentences
in reflection
seem to be
organized
haphazardly.
Transitions
are absent all
Format (5%)
Organization (15%)
There are no
errors using
MLA format.
Reflection is
well organized.
Paragraphs
and sentences
logically follow
one another
and transitions
are clear and
Reflection is
organized.
Transitions
are clear but
one or two
organizational
errors occur.
Student does
not use
textual
evidence in
paper to
support
his/her
analysis.
The final draft
has more than
four errors
using MLA
format.
Sommer 49
strong.
Grammar Usage,
Mechanics, and Spelling
(10%)
There are no
errors in
mechanics,
usage,
grammar, or
spelling.
together.
There are 1-3
errors
in mechanics,
usage,
grammar, or
spelling.
There are 4-5
errors
in mechanics,
usage,
grammar, or
spelling.
There are
more than 5
errors
in mechanics,
usage,
grammar, or
spelling.
*Plagiarism of any kind will not be tolerated and will result in an automatic failing grade.
Sommer 50
Poetry Unit Final Project Grade Sheet
Student: __________________________________________
Poem Final Draft Score (20%) ______
Reflection Paper Score (80%) ______
Total (100%) ______
Teacher Comments: __________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Sommer 51
Celebrate National Poetry Month
with Us!
Join us for the annual 8th Grade Poetry Slam.
Friday, April 26th
at 1:00 pm
At Middle School
888 School Drive
North Town, NY
Students will be reading their original poems.
Light refreshments will be served.
Please RSVP to Ms. Sommer at 555-0123 or
[email protected]
We look forward to seeing you there.
Sommer 53
Looking at your strengths and weaknesses worksheet, write down some goals
you can work on in future units. If you did not reach your goal this time
around feel free to focus on this goal again but remember you may want to
test out different strategies:
 ___________________________________________________________________________________
 ___________________________________________________________________________________
 ___________________________________________________________________________________
Choose one the above goals and brainstorm some ideas to reach your goal in
the future:
 ___________________________________________________________________________________
 ___________________________________________________________________________________
 ___________________________________________________________________________________
Teacher Comments: __________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Sommer 54
Sommer 55
Sommer 56
Sample Favorite Strategies Word Cloud
Poll
Sommer 57
References
DiYanni, R. (2002). Glossary of Poetic Terms. Retrieved from http://highered.mcgrawhill.com/sites/0072405228/student_view0/poetic_glossary.html
DuFour, R. (2004). What is a “Professional Learning Community”? Educational Leadership,
7-11.
Forman, S.J. (1975). Fire on Marlborough Street [Photograph]. Retrieved from
http://www.worldsfamousphotos.com/2007/06/05/fire-on-marlborough-street1975/
Huffington Post Bloggers. (10 January 2011). Best Creative Writing Exercises (Photos). The
Huffington Post. Retrieved from
http://www.huffingtonpost.com/2011/01/10/best-creative-writingexercises_n_805914.html#s220960&title=Maps
Landson-Billings, G. (2009). The Dream-Keepers: Successful Teachers of African American
Children. San Francisco, CA: John Wiley & Sons, Inc.
Manis. C. (2012). 5 Paragraph Essay Planner. In Daily Teaching Tools. Retrieved from
http://www.dailyteachingtools.com/language-arts-graphic-organizers.html.
Medina, J. (2010, Oct 3). Praise effort, not IQ [Video File]. Retrieved from
Prentice-Hall, Inc. Scoring Rubric: Poetry. Retrieved from
http://www.youtube.com/watch?v=mGTk6yeh9qEhttp://www.teachervision.fen.c
om/tv/printables/07AAAM30.pdf
Sommer 58
Moskal, Barbara M. (2003). Recommendations for developing classroom performance
assessments and scoring rubrics. Practical Assessment, Research & Evaluation,
8(14).
Rolheiser, C., Bower, B., and Stevahn, L. (2000). The portfolio organizer: Succeeding with
portfolios in your classroom. Alexandria, VA: Association for Supervision and
Curriculum Development. Chapters 1 – 6.
Scott, J. (2000). Authentic assessment tools. In R. L. Custer (Ed.), J. W. Schell, B. McAlister, J.
Scott, & M. Hoepfl. Using authentic assessment in vocational education.
SHMSLIBRA. (2011). Writing Prompts. Retrieved from
http://shmscreativewriting.wordpress.com/writing-prompts/
Smart Tutor. A Blooming Orange. Retrieved from
http://thinkonline.smarttutor.com/files/Portals/60233/images//BloomingOrangev1resized-600.gif
Vivaldi, A. The Four Seasons: Spring. Retrieved from http://www.youtube.com/watch?v=4kTei0XrCs