Benchmark-Comprehensive Assessment Plan
Grand Canyon University: EDU 530
English Language Arts for fourth grade students that will be focused on for this assignment is reading accuracy and comprehension. Students will be able to read what the purpose of the passage is and understand it. Students will learn that going back to read a passage again, is crucial to truly understand the meaning of the story. Poems can be challenging to comprehend, but with practice, reading and working in groups, students will master the process. Learning objectives include comprehension of the poem, ability to understand the theme(s) and how the poem is written. Vocabulary will be increased with words such as: rue, syllable, metaphor, simile, stanza, verse, personification and oxymoron.
| Lesson summary and focus: | This lesson will teach students to look deeper into the material they are reading. Students will be able to identify the meanings behind the words they are reading. | ||||
| Classroom and student factors: | Cultures are a huge factor within each classroom. Students come from all different cultures and being aware and knowledgeable is crucial to understanding the needs of each student. Getting the students up to speed with grade level is a goal to accomplish through the school year. If a large amount of students are below grade level, then there is a problem that needs to be addressed. The teacher must plan the lessons around these students and make sure they are truly understanding the concepts. The teacher must create a safe learning environment for all students. If there are students with a learning disability then the teacher may need to spend an extra amount of time with those students. A teacher must plan accordingly to effectively assist the students that may need more help than others and without making it a big ordeal to the rest of the classroom. Feeling safe in a classroom is crucial to building trust, respect and the ability to continue to effectively teach each student in the classroom. | ||||
| National / State Learning Standards: | Fluency 4Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||||
| Academic Language: | Key vocabulary: Vocabulary for the lesson incudes:Rue, syllable, metaphor, simile, stanza, verse, personification and oxymoron. | Function: The purpose of the language is to be able to have the students understand what they are reading and looking for while reading the story. By assisting clients in vocabulary before the lesson begins will open up student’s own experiences, feel confident and share their past knowledge to continue to grow onto. | Form: Asking students open ended questions about their past knowledge to spark interest and getting students engaged in the lesson plan before it truly begins. Brainstorming what each student believes they know about each subject and then going over it with the entire class will get the students engaged. | ||
|---|---|---|---|---|---|
| Instructional Materials, Equipment and Technology: | Materials include: copy of Dust of Snow by Robert Frost, worksheet | ||||
| Grouping: | Working together in groups will bring new ideas, thoughts and team work into the lesson plan. By working together, students will learn the concept of teamwork, new concepts and trust within the group. | ||||
| Learning Target/Objective(s): | Remember/ Recall | Understand/ Comprehend | Apply | Analyze | Evaluate | Create | Total # of Items | Points |
|---|---|---|---|---|---|---|---|---|
| Identify the chronological order of the poem. | 1 short answer | 1 | 5 | |||||
| Identify the speaker’s change in mood. | 1 short answer | 1 | 5 | |||||
| Identify possible themes of the poem. | 1 short answer | 1 | 5 | |||||
| Identify vocabulary words correctly. | 9 multiple choice | 9 | 18 | |||||
| Identify statements within the poem correctly. | 6 multiple choice | 6 | 12 | |||||
| Identify one theme of the poem and support | 1 essay | 1 | 20 |
Read the directions carefully. Read the poem by Robert Frost, “Dust of Snow.” Answer the following questions carefully. You may need to reread parts of the poem. Take your time.
Short Answer Questions (5 points each)
______________________________________________________________________________________________________________________________________
- Is the poem written in chronological order? Explain why or why not.
______________________________________________________________________________________________________________________________________
- Reread the second stanza of the poem. Identify what changes in the speaker’s mood.
______________________________________________________________________________________________________________________________________
- Identify possible themes of the poem.
Multiple Choice Questions (2 points each)
Essay Question (20 points)
- What does the subject of the phrase “had rued”?
- Saved
- Some part
- A day
- I
- From what kind of tree does the snow fall from?
- An aspen tree
- A great oak tree
- A fern tree
- A hemlock tree
- What kind of bird does the shaking down of snow?
- A crow
- A mockingbird
- An eagle
- An owl
- What does the word “saved” mean in the second stanza of the poem?
- Made worthwhile
- Protected
- Some part
- A day
- What is a stanza?
- A verse
- The beginning
- The last paragraph
- The meaning
- At what point does the poet’s mood change?
- When he goes inside
- When the snow falls on him
- When the sun comes out
- When he sees his friends
- What is a syllable?
- A food
- A poem
- When words are split into sounds
- When words are created into sounds
- How many syllables are in each line of the poem?
- 3-6
- 4-6
- 4-8
- 8-10
- What does the word rued mean?
- To feel sorrow over
- To become excited
- To feel relax
- To feel hungry
- Who is the author of the poem Dust of Snow?
- E.E. Cummings
- Robert Frost
- Dr. Seuss
- What is a verse?
- A unit of poetry
- A character
- The setting
- What is simile?
- Comparing two things using “like” or “as”
- Comparing two sections of the story
- The setting
- What is personification?
- Making a person have super powers
- Giving an animal or an inanimate object human qualities or emotions
- Creating the plot in a story.
- What is a free verse poem?
- Poems that do not have a rhythm, meter or a stanza
- Poems that rhyme
- Poems that have stanzas
- What is an oxymoron?
- Who is the author of the poem?
- E.E. Cummings
- Robert Frost
- What kind of animal was in the poem?
- Cat
- Dog
- Bird
- How many syllables are in the words Dust of Snow?
- 3
- 5
- 7
- What did you like about the poem?
- The events in this poem are not written in chronological order. First, the event that occurred, making the speaker “rue” the day. Then the speaker had the “dust of snow” fall on him, creating a more positive mood which had “saved some part of the day I rued.”
- The speaker’s mood changes when the “dust of snow” falls on him. The speaker states that his mood changes which would be for the better since he had “rued the day.”
- Possible themes of the poem include hope and perspective. The speaker decides that the day has been saved after the dust of snow fell on top of him. Perspective because a small event changed the speaker’s outlook on the day.
- D
- D
- A
- A
- A
- B
- C
- B
- A
- B
- A
- A
- B
- A
- B
- B
- C
- A
- Enough of a response to explain what they enjoyed about the poem.
- Cold, winter, snow.
Identify and explain one theme you feel was in the poem. Please use a minimum of two examples from the text that will support your answer. Keep in mind to have 5 paragraphs and use correct language and vocabulary to support your answer.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Modified Questions
Multiple Choice Questions (2 points each)
Short Answer Questions (2 points each)
___________________________________________________________________
What was the weather like in the poem?
___________________________________________________________________
Scoring
The answers will be scored by an answer key. Student’s answers based for the short answer or essay responses, must fit closely to the answer given by the teacher. Points will be given for effort, the response, creativity and grammar. The answer key is as followed:
Short Answer:
Multiple Choice:
Essay Question:
Being out in nature can make one feel better, there is hope, a perspective may change even from the smallest thing. Evidence to support their reasoning.
Modified Questions:
Multiple Choice
Short Answer
Reference:
California Common Core State Standards: English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects. (n.d.). Retrieved December
16, 2016, from English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
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