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Assessment Plan

Showcase Lesson Assessment Plan

Objective Assessments Format of Formative Assessments Pre: I gave the students a five question quiz having to do with types and parts of sonnets. During: I observed the students performance on the in-class activities. Post: I had the students label the parts and identify the type of a sonnet I had not yet shown them. Accommodations

By the end of the lesson, students will be able to identify the two major types of sonnets and label their different parts. Pre-Assessment During Assessment Post-Assessment

I allowed students with visual issues to sit at the front of the class. I read the material on the board loudly and slowly so all could understand it. I provided appropriate wait time when students were work on labeling sonnets.

My pre-assessment (Fig. 1) was a quick five question quiz that I displayed on PowerPoint. I had them number a piece of paper from one to five and put the answers on it. All the questions were direct factual questions that required a direct answer. I did not use multiple choice or true/false because I did not want to assess their test taking skills or ability to find the best answer. Rather, I wanted to know what they actually knew about sonnets. I told them that if they absolutely did not know the answer to just leave it blank. If they did not know the answer I wanted to know it. My during assessment was much more informal. After explaining to the students the different types of sonnets and their unique parts, I labeled a couple on the board for the students. After that I had the students work in groups of two to label and identify several sonnets. I even had a couple students come up to the board to label and identify them after they were done. My observations of these activities made up my during assessment. Their performance determined what I needed to reemphasize, clarify, or skip.

My post-assessment (Fig. 2) involved handing out a copy of a new sonnet to each student and having them label and identify it by themselves. This was the first time that I actually had them work individually on it. Labeling each part correctly identifying the type of sonnet was worth one point each for a total of 20 points. Since this was an Honors class, I expected the students to perform at 90% in order to meet the lesson objective.

Pre-Assessment (Fig. 1) 1. How many lines are in a sonnet? 2. Name one type of sonnet. 3. Name a major theme of sonnets. 4. Name a famous author of sonnets. 5. Name one component, or unit, of the body of a sonnet. (Fig. 2)

Name________________________________Period:_____ What kind of sonnet is this?

Label all the elements and letter the rhyme scheme. When most I wink, then do mine eyes best see, For all the day they view things unrespected; But when I sleep, in dreams they look on thee, And darkly bright, are bright in dark directed. Then thou, whose shadow shadows doth make bright, How would thy shadow's form form happy show

To the clear day with thy much clearer light, When to unseeing eyes thy shade shines so! How would, I say, mine eyes be blessed made By looking on thee in the living day, When in dead night thy fair imperfect shade Through heavy sleep on sightless eyes doth stay! All days are nights to see till I see thee, And nights bright days when dreams do show thee me.
I will use the pre-assessment and post-assessment scores to determine student learning. I obviously could not look at pre-assessment scores before teaching the lesson so they were of no use in that regard. However, I did verbally go over the pre-assessment answers briefly with the students just to get a feel as to where they were with sonnets. Student A B C D E F G H I J K L M N O P Pre-Assessment Post-Assessment 40% 100% 0% 100% 0% 100% 0% 100% 20% 100% 0% 100% 0% 100% 0% 100% 20% 100% 40% 100% 0% 100% 0% 100% 0% 100% 0% 100% 0% 100% 0% 100%

Q R S T U V W X Y Z AA BB CC DD Totals

20% 20% 20% 80% 40% 40% 60% 40% 0% 0% 0% 0% 40% 0% 16%

100% 100% 100% 100% 100% 100% 100% 100% 100% 95% 95% 90% 80% 65% 98%