Module+6

Module 6 Assignment Specs
Using an existing lesson in your content area and grade level, develop an open-ended student assignment that will demonstrate student understanding of the concepts taught in the lesson.

Develop an assessment tool, such as a rubric, to assess the student assignment artifacts.

Teach the lesson and give the assignment. The assignment should demonstrate student understanding of the concepts taught. The student products/artifacts do not need to be created using technology.

Assess the student products, using your tool.

Report upon the experience in your Wiki. Include the following: 1) A brief summary of the lesson. 2) One or two student artifacts in a format recognizable by all computers, such as a photograph, scanned image, screen capture, PDF, etc. 3) Scored rubrics for at least three student assignments. 4) Your reflections upon the assignment. How did this assessment tool compare with a standardized test, for example? What did you learn by the experience?

Module 6 Rubric

 * Using Rubrics for Assessment ||
 * Content ||
 * Content/Resource Requirements: Depth and Breadth of the Assignment, Number and Type of Sources Required, Types of Media, Etc. || 40.0 || Lesson is well planned, explicit, and open-ended in nature. Lesson summary is excellent, and includes student artifacts. ||
 * Design of Assessment Tool (Rubric) || 30.0 || Rubric for assignment is detailed, and shows careful thought of the end in mind. ||
 * Technical Skill || 10.0 || Execution is flawless and demonstrates an in-depth, high level of understanding. ||
 * Presentation ||
 * Presentation || 10.0 || The report is well presented and includes all required elements. The overall appearance is neat and professional. ||
 * Format ||
 * Mechanics of Writing (includes spelling, punctuation, grammar, language use) || 10.0 || Writer is clearly in command of standard, written, academic English. ||

=**Module 6 - The Lesson & Project: Poetic Devices**=
 * **Summary of Lesson**

Lesson Objectives:

Students will explore and demonstrate mastery over the following poetry devices and terms:
 * 1) Alliteration
 * 2) Allusion
 * 3) Assonance
 * 4) Elision
 * 5) Hyperbole
 * 6) Imagery
 * 7) Irony
 * 8) Metaphor
 * 9) Metonymy
 * 10) Onomatopoeia
 * 11) Personification
 * 12) Point of view
 * 13) Repetition
 * 14) Sensory Descriptions
 * 15) Simile
 * 16) Symbol
 * 17) Synecdoche

Students will author an original poem using a variety of sensory descriptions and poetic devices.

Students will create a poster/collage that visually depicts an original poem.

In the lesson, I first divided the students into groups and asked students to do a quick jigsaw activity where they researched three poetic devices each and reported their findings back to the class. At which point, as a class we created a student-friendly glossary of terms and posted them on a class wiki.

I then passed out poetry from contemporary poets and (again in groups) students identified poetic devices and sensory descriptions. After about 15 to 20 minutes, the groups used the document camera to report their conclusions to the class (I added in information where needed). They then uploaded a digital copy of the notated poem to the wiki.

Then I assigned the "What Is It Like" project. Students were asked to first write an original poem using the provided sensory description prompts. They were also asked to incorporate at least ten poetic devices into their poem.

After they have written and perfected their poem, students are asked to submit a copy of the poem that identifies the poetic descriptions.

For the final component of the project, students were asked to create a poster or collage that included the final version of their poem along with visuals to accompany the sensory descriptions and support the theme of the human experience. || || ||
 * Project Information ||
 * [[file:What Is It Like Part I.docx]]
 * [[file:What Is It Like Part I.docx]]
 * Student Example ||
 * [[file:Fame Poster.pdf]]
 * Scored Rubrics ||
 * [[file:What is it like Rubric-Carlos M..docx]]



Chris had a wonderfully creative poem display that he did over "war" (his favorite subject). He definitely showed his artistic flare and affinity for sensory description.

However, his grade did suffer over a few technical matters like: properly labeling his assignment, making the collage 8.5 x 11 in size (he thought bigger must be better), checking his poem for spelling and punctuation errors and he also mixed up the labels for assonance with alliteration (a common mistake).

So, even though he had a very good project, to make it GREAT... next time, he needs to focus on meeting all the specific project requirements. Giving an employer or client a creative project within the set parameters will be a critical skill in the 21st century work force. ||
 * **Assignment Reflections** ||
 * I found that the students really enjoyed this project. As always, there were those students who had difficulty following the guidelines of the project and sticking to the designated timeline.

My analysis of the data suggested that the majority of the class mastered the learning objectives and created products that were acceptable-to-excellent in quality.

Next time however, I would like to provide more "check points" where students are required to adhere closer to the timeline. I will also provide bad, good and excellent examples, and perhaps require a presentation and personal reflection over the project. I feel that multiple opportunities for reflection are needed in order to internalize the learning. ||