Poetry - Unit Test: Lesson 10 - Tuesday,

November 8, 2016
Ms. Madison Myers
Knowledge Quest Academy: Language Arts Period 4 and 5 (7th and 8th Grades)

Objective for the unit: How do literary elements add greater meaning to a
text?
Todays Objective: How can I do my best and show my teachers what I have
learned?
Standards:
By the end of today, students will have mastered:

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text. (CCSS: RI.8.1)
Select and employ strategies to persist when encountering unknown or ambiguous words or difficult
passages (CAS: L.8.a.i)
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. (CCSS: RL.8.4)
Explain how word choice and sentence structure are used to achieve specific effects (such as tone,
voice, and mood) (CAS: L.8.a.iii)
Determine a central idea of a text and analyze its development over the course of the text, including
its relationship to supporting ideas; provide an objective summary of the text. (CCSS: RI.8.2)
Explain how authors use language to influence audience perceptions of events, people, and ideas
(CAS: L.8.a.ii)
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. (CCSS: RL.8.5)
Evaluate the advantages and disadvantages of using different mediums (e.g.,
print or digital text, video, multimedia) to present a particular topic or idea.
(CCSS: RI.8.7)
Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a
sentence) as a clue to the meaning of a word or phrase. (CCSS: L.8.4a)
Use graphic organizers and note-taking formats while reading to map
relationships among implied or explicit ideas or viewpoints (CAS: RL.8.c.ii)

Poetry - Unit Test: Lesson 10 - Tuesday,

November 8, 2016

Agenda: (52 minutes)

3 minutes: Come into class, put everything under their seats and sit quietly in their seats. I will take
attendance and hand out the unit test to students and give basic instructions about the day and the
test.
45 minutes: Test. Students will have the entire period to take the test.
*As students finish, they can read quietly.
SA: This test is the summative assessment for the unit. Based on their scores, I will know how well
students mastered the taught standards.
Accommodations/Modifications: Students had unlimited time to take the test and some students on
IEPs were able to use their study guides to help them throughout the test. They also had the
paraprofessional that works with them read the questions aloud. These students also had a modified
test. Rather than the full post-assessment, they retook the pre-assessment as their final test. This was
able to show me that they experienced growth throughout the unit, without the rigorousness of the
full test. Other students on IEPs had the ability to make test corrections to get points back. While all
students had the option to do this, these students were able to receive full points back, rather than
only half of the points back. This way, they were able to engage with the material and see what they
missed, giving them the opportunity to relearn what was initially misunderstood.
Notes on Today:
Collecting study guide and handing out the tests was a bit clunky. In the future, I would collect all
study guides first, and then walk around and hand out the test. Many students did not complete their
study guides, so I would also emphasize the necessity, possibly making it worth more points. Overall,
the students did great on the test and it felt good to see their success.