Nevaeh Stier-Braaksma

Assessing a Lesson

Objective: Teaching students how to analyze and read poems from a variety of authors.

Students should be able to read and analyze poems on their own.

Instructional Input:

1. We are going to put a poem on the screen

2. After the poem is on the screen we will proceed to hand out a copy of that poem to each

student.

3. After students have a copy of the poem one of us teachers are going to read the poem,

on the whiteboard.

4. We are going to start using text clues and past knowledge such as metaphors, similes,

and so on to analyze the poem and the students should be helping and giving input/

write down what we are writing on the board on their paper copy.

5. After going over the first poem we will pick up that poem and then we will pass out

another poem and let them try it on their own for a few, after time is up we will help them

by doing it on the board to see if the students got all of the parts of the poem analyzed.

6. After analyzing the second poem first on their own then as a whole we will pick up the

second poem.
 7. After the second poem is picked up we will hand out a third one as an assessment that

is completely on their own.

8. Once the student is done with their assessment they will raise their hand and then we

will collect them.

9. Once collected we will grade them and hand back to the student so that the student can

see their grade for the lesson.

Practice Activity: We will give the students about 10 minutes to read and start analyzing the

poem on their own. Once time is up we will put the second poem on the screen, over the

second poem as a large group but get all insight and ideas from the students. If students missed

anything we will add it to the list that they came up with.

Assessment: We will hand out the third poem and the students will read and analyze the poem

on their own. And the student will raise their hand when they are done, we will come over and

collect it. Once all are collected will be done with the lesson. We will then grade the papers in

private and then hand it back to the students.

Assessment Rubric:
Category 4 3 2 1

Theme Students Students Students know Students don’t

understand what understand what the theme understand what
the poem partially what is but they don’t the poem
(Explain what it the poem know how to get represents and
means) represents and it and they doesn’t know
represents and has a bit of the explain what the what the theme
how to find the theme correct poem means is or what it even
theme means

Comprehension Students Students Students Students have

understand the understands understand some trouble
poem, accurately most of the parts of the understanding
answer questions poem, accurately poem, accurately the poem,
related to the answer most answer some inaccurately
story questions questions answer the
questions

Interpretation The students are Students see why Students are able Students can’t
able to the author chose to use text find text
understand why certain words, evidence to point evidence to
the author chose funds some out symbolism explain
certain words, evidence to (can’t explain) symbolism
finds, uses explain doesn’t
evidence from symbolism understand why
the text to the author chose
explain certain words
symbolism

Analysis Students Students are able Students can’t Students can’t

understand the to point out text find the text find the text
text structure of structure and structure, and structure or
the poem and are sometimes be they have trouble explain how it
able to relate to able to relate it relating the text affects the mood
the mood of the to the mood structure to the
poem mood

Total:

Students Name: Score

Mia 16/16
Morgan 12/16

Abby 16/16

Holly 16/16

Amber 16/16

Jared 4/16

Kate 15/16

Blake 16/16

Thomas 15/16

Ike 14/16

Reflection

1) After grading the assessments most of the students scored mostly 4’s and 3’s. There

was only about two students who didn’t receive credit because one of the students didn’t

even attempt it and the other student didn’t receive credit because there was no name

on the paper. I think this is because of the way that we explained it. During the lesson

we had lots of questions about what the literacy deceives meant. If we would have

contributed that into the lesson with a definition of what it is I feel the students would do

even better, along with better comprehension.

2) I feel that some of the goals and objectives were accomplished and the students had

understanding of it but then I feel if we did a few more examples or explained things in a

different why providing a list for the students to look at or a couple different

accommodations would allow all goals to be completed with a significant amount of

understanding and the students scores would show improvement.

3) I think we can improve the lesson by giving a list of literary devices with a definition that

explains what it means so it is easier for the students instead of trying to remember from

past classes. I think it would help to get the students more involved by maybe picking

different poems that the students could better relate too. I also think that having some

questions about each poem will help the students to actually read to for comprehension

instead of just writing down literary devices. I don’t think our lesson was bad but there is

definitely room for improvement.