Impact on Student Learning Proposal

Transcription

1 Ahnert 1 Impact on Student Learning Proposal Identify the following for your impact on student learning project. Please type your answers and submit in the Angel drop box. If you are teaching during the first placement, submit your proposal by March 8, If you are completing this project during the second placement, submit your proposal by March 29, Name: Laura Ahnert Grade level: 10 th Grade Content area: English/ Language Arts Topic: Poetry Date to be started: April 9, 2012 Date to be completed: April 24, 2012 What standards (Indiana Academic or Common Core) will your unit highlight? Understand technical vocabulary in subject area reading Make reasonable statements and draw conclusions about a text, supporting them with accurate examples Analyze the purposes and the characteristics of different forms of dramatic literature Evaluate the significance of various literary devices, including figurative language, imagery, allegory (the use of fictional figures and actions to express truths about human experiences), and symbolism (the use of a symbol to represent an idea or theme), and explain their appeal Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme Summarize a speaker s purpose and point of view and ask questions concerning the speaker s content, delivery, and attitude toward the subject Write for different purposes and audiences, adjusting tone, style, and voice as appropriate Write responses to literature that: demonstrate a comprehensive grasp of the significant ideas of literary works. support statements with evidence from the text. demonstrate awareness of the author s style and an appreciation of the effects created.

2 Ahnert Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Identify the type of pre-test and post-test that you will administer that will document each student s performance. Ideally, you will submit the pre-test and post-test with this proposal for feedback. Your post-test MUST reflect the pre-test so that you can gather appropriate data. Both my pre-test and my post-test are both in test format because I decided to comprise my pre-test with questions from my post-test. All of the questions I picked had to do with the poetry concepts we will be covering throughout the course of the unit. I want to be able to see what the students already know about the terms from previous years. In this way, I will be able to know which sections I need to hit harder than the others. The other questions on the post-test have to do with specific authors, poem titles, providing examples, and writing 2 short essays at the end. These are questions they should know how to answer by the end of the unit. Identify the best practices you will use to teach this unit. Best practices mean they are based on research as to their effectiveness. You must have evidence from research that indicates why the methods you use to teach are best practices. You may use one textbook from a class you had at Manchester College, but you need at least three sources. You may NOT use web sites that are not research based. This project requires three sources. DO NOT USE VAGUE, GENERAL TEXTBOOKS. Please look at the resources provided on Angel, and search for additional information. List the method or best practices and the resources you use to support your decision. Provide Active learning Opportunities o Active learning is a process in which the students are engaged in hands-on activities rather than passively receiving knowledge. Students interact with others to construct meaning from new ideas and concepts based on their background knowledge. Active learning is fastpaced, fun and personally engaging because students have the opportunity to try things out, use their senses, ask questions and discuss with others. Assignments are designed to draw upon the skills and knowledge that students have or must acquire. Cooperative learning, problem solving, and project- based learning are active learning strategies. In my unit on poetry, part of the class is always focused on receiving information about the concept that we are talking about that day, and a little time is spent reading and analyzing a poem that illustrates the concept, but most of the class is spent on learning how to apply the concept. In some of the lessons, this time of the class is spent in groups writing poems, some of it is spent writing tongue twisters on their own that they will read to the class, and yet some of it is spent responding to open-ended questions in short essay format comparing poetry to modern concepts.

3 Ahnert 3 Public Schools of North Carolina Department of Public Instruction: Elementary Division. (n.d.). Best practices: A resource for teachers. Retrieved from Writing Poetry o But many teachers maintain that even a brief personal struggle with the Muse, and with the structures and strictures of poetic form, is one of the most useful ways to learn to read poetry. One of my main focuses in this poetry unit is having the students experience writing poetry that includes the concepts we will be discussing. This will help reinforce which poetry concept we talked about and also will help them realize specific concepts throughout the unit, especially writer s purpose and intended audience. Chapter 4 teaching poetry. (n.d.). Retrieved from Read and Apply through Information and Activities o Perhaps the best reasons for teaching literature lie beyond the classroom. Readers know that literature provides an escape from pressing problems and daily routines. It allows readers to walk vicariously in other people s shoes, to know what they are thinking and how they deal with tough life circumstances and choices. Through literature, teachers may be teaching what is ultimately most important. I want my students to be able to read a poem, sense the emotions that are the driving forces behind it, and apply it or them to their own lives. Through receiving information about the author, poem, time period, background, and then applying it through group and individual activities, my students will be able to fit the poems meanings to something in their lives. Brinkley, E. (n.d.). The college board english language arts framework. Retrieved from 6BC46DCB3A2E0B591B77219 Classrooms are activity-based spaces as opposed to places to sit and get lectures. o Classrooms that exemplify best practices are easy to detect as soon as you enter the room. I have arranged my classroom in a V shape because I wanted the students to be facing me at all times. Within the V the student desks are in partners. For some of my activities, I have the students working in groups or with partners, so they always have a partner ready to work with. Public Schools of North Carolina Department of Public Instruction: Elementary Division. (n.d.). Best practices: A resource for teachers. Retrieved from

4 Ahnert 4 Bibliography Brinkley, E. (n.d.). The college board english language arts framework. Retrieved from 6BC46DCB3A2E0B591B77219 Chapter 4 teaching poetry. (n.d.). Retrieved from Public Schools of North Carolina Department of Public Instruction: Elementary Division. (n.d.). Best practices: A resource for teachers. Retrieved from

5 Ahnert 5 Name: Pre-test Class Period: Poetry! 1. What is writer s purpose? a. The point they want to get across b. The people they are writing the poem for c. What they live their life for everyday d. Who they don t want to read their poems 2. What is a tanka? a. A form of Japanese poetry that has exactly 31 syllables. b. German poetry sent to sweethearts. c. French poetry written on the spur of the moment. d. American poetry from the wild west. 3. T/F : Ballads are tales of true love or domestic violence that use metaphors and similies? 4. T/F : Onomatopoeia is when there is repetition of sounds in words? 5. The repetition of consonant sounds. 6. A long narrative poem that is written in heightened language. 7. A foot with an unaccented syllable and an accented syllable. 8. A comparison without like or as. 9. A poem that commemorates or celebrates. 10. Using a key word several times. 11. Comparison using like or as. 12. A 14-line poem which sets up a problem. 13. A paragraph in poetry. 14. Traditional pattern of 5, 7, 5, 7, What is rhyme scheme? Word Bank: A.Repetition B. Iamb C. Tanka D. Sonnett E. Ode F. Alliteration G. metaphor H. Stanza I. similie J. Epic Poem 16. What is symbolism? 17. What is onomatopoeia? 18. What is an example of onomatopoeia? 19. What does poetry mean to you?

6 Ahnert 6 Name: Post-test Class Period: Poetry! 20. Which poem did we read that illustrated rhyme scheme? a. Jazz Fantasia b. We Real Cool c. Phenomenal Woman d. I Wandered Lonely as a Cloud 21. What was symbolic in the poem we read in class? a. The daffodils b. The water c. The earth d. The clouds 22. Who is the author of I Wandered Lonely as a Cloud? a. Shel Silverstein b. Pable Neruda c. Carl Sandburg d. William Wordsworth 23. What is writer s purpose? a. The point they want to get across b. The people they are writing the poem for c. What they live their life for everyday d. Who they don t want to read their poems 24. What is a tanka? a. A form of Japanese poetry that has exactly 31 syllables. b. German poetry sent to sweethearts. c. French poetry written on the spur of the moment. d. American poetry from the wild west. 25. What was normally sent along with a tanka poem? a. A stick b. A symbolic item c. Flowers d. A pen 26. What was the name of the ballad we read? a. Gwendolyn Brooks b. The happy maiden, Maya c. Bonny Barbara Allen d. Phenomenal Woman 27. Who was the author of the ballad? a. Anonymous

7 Ahnert 7 b. Carl Sandburg c. Romio Pollazzo d. Mr. Wickham 28. Who is the author of the poem, We Real Cool? a. Maya Angelou b. Adele c. Pablo Neruda d. Gwendolyn Brooks 29. What poem did we read that illustrated onomatopoeia? a. Ode to My Socks b. Jazz Fantasia c. We Real Cool d. Three Japanese Tankas True or False: If the answer is true, circle the T. If the answer is false, circle the F and write the sentence below so that it is true. 30. T/F : The author of Jazz Fantasia is Pablo Neruda? 31. T/F : The poem We Real Cool was about boys who did bad things? 32. T/F : Ballads are tales of true love or domestic violence that use metaphors and similies? 33. T/F : Onomatopoeia is when there is repetition of sounds in words? 34. T/F : Ode to My Socks was not a traditional ode? Matching: Match the term to the definition. 35. The repetition of consonant sounds. 36. A long narrative poem that is written in heightened language. 37. A foot with an unaccented syllable and an accented syllable. 38. A comparison without like or as. 39. A poem that commemorates or celebrates. 40. Using a key word several times. 41. Comparison using like or as. 42. A 14-line poem which sets up a problem. 43. A paragraph in poetry. 44. Traditional pattern of 5, 7, 5, 7, 7. Word Bank: A.Repetition B. Iamb C. Tanka D. Sonnett E. Ode F. Alliteration G. metaphor H. Stanza I. similie J. Epic Poem

8 Ahnert 8 Short Answer: 45. What is rhyme scheme? 46. What was wrong with Maya Angelou as a child? 47. What is symbolism? 48. What period of time was I Wandered Lonely as a Cloud written in? 49. What is alliteration? 50. Give an example of alliteration. Essays: Pick 2 of the following 4 options to respond to on the back of this sheet. Specify which number you chose. 51. Write a tanka. 52. What was a traditional ode like? 53. Why do you think people respond to poetry? 54. Which was your favorite poem? Explain why.