Lawrence Donohue

April 16, 2021

Educ 403

Writing to Learn Assessments

Day 1 (Pre-reading lesson plan)

Assessment:

Brainstorm: Based on what we have discussed about the pastoral paintings, take two minutes to

write in your notebooks a list of possible topics that pastoral poems might be about. Write as

many topics as you can think of in two minutes. Then share with a partner, and add your

partner’s ideas to your own list.

Evaluative Criteria:

1) List at least 3 topics of your own → 1 point

2) Add at least 3 of your partner’s ideas to your list → 1 point

3) Think, write, and stay on-task for the entire two minutes → 1 point

4) A full-credit assignment will receive 3 points.

Day 2 (During-reading lesson plan)

Assessment:

Double-Entry Journal: Fold your notebook paper in half or draw a chart to create two columns.

As we read the glossary entry, we will pause at certain points to take notes. In the left column,

write a quote from or summary of the section that we have just read, and in the right column,

write your response or reaction to it. Your response could be a comment, a short analysis of the

passage, a question about the passage, or a connection you make between the passage and

something else.
Evaluation Criteria:

1) One quote from or summary of each of the four sections of text we pause at → 1 point

each

2) One response for each of the four sections of text we pause at → 1 point each

3) A full-credit assignment will receive 8 points.

Day 3 (Vocabulary lesson plan)

Assessment:

Exit Ticket: Read the following poem. Draw a star at the beginning of each stanza, underline all

examples of end rhyme, and circle each example of a couplet.

“Rain” by Shel Silverstein

I opened my eyes
And looked up at the rain,
And it dripped in my head
And flowed into my brain,
And all that I hear as I lie in my bed
Is the slishity-slosh of the rain in my head.

I step very softly,

I walk very slow,
I can’t do a handstand--
I might overflow,
So pardon the wild crazy thing I just said--
I’m just not the same since there’s rain in my head.

Evaluative Criteria:

1) Draw a star at the beginning of each stanza → 1 point each

2) Underline all examples of end rhyme → 1 point per pair of end rhymes

3) Circle each example of a couplet → 1 point each

4) A full-credit assignment will receive 8 points.

Day 4 (Post-reading lesson plan)

Assessment:

Carousel Brainstorming: With your groups, go to each Carousel Station and discuss the

analysis question written on the poster. Have one person from your group write your group’s

response to the question onto the poster, and wait until it is time to move onto the next station.

When you get to the next station, read the previous group’s response and then add your own.

Bring only your markers and your copy of “The Passionate Shepherd to His Love” to each

station.

Carousel Stations:

1) What reasons does the speaker give to justify the central claim?

2) What emotions does the speaker try to make the subject feel?

3) How does the speaker treat the subject?

4) What do you suppose the speaker’s motives/purposes are in making this argument on

this occasion, in this way, to this subject?

Evaluative Criteria:

1) Respond to the analysis question at each Carousel Station with your group → 2 points

each

2) A full-credit assignment will receive 8 points.

Day 5

Assessment:

Carousel Brainstorming: With your groups, go to each Carousel Station and discuss the

question written on the poster. Have one person from your group write your group’s response to

the question onto the poster, and wait until it is time to move onto the next station. When you get
to the next station, read the previous group’s response and then add your own. Bring only your

markers and your copy of “The Passionate Shepherd to His Love” to each station.

Carousel Stations (Each of these questions comes from EngageNY’s Grade 10 Module 1, Unit

1, Lesson 2):

1) How is the poem organized? What effects do Marlowe’s structural choices have on the

tone of the poem?

2) What do all of the “pleasures” (line 2) the speaker describes have in common? What do

all the materials the speaker describes have in common?

3) What do stanzas 4-5 suggest about the relationship between humans and nature

introduced in stanzas 1-2?

4) How does Marlowe use imagery in stanzas 4-6 to evoke a sense of time and place?

Evaluative Criteria:

3) Respond to the analysis question at each Carousel Station with your group → 2 points

each

4) A full-credit assignment will receive 8 points.