Assessment Design Portfolio

Classically Modern: A Technological Approach To British And World Literature

Grade 10 English Language Arts
Eric Nentrup
Saturday, March 20, 2010

Indiana State Academic Standard 3 READING: Comprehension & Analysis of Literary Text
10.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and
theme.
Unit Objective
For students to be able to recognize key aesthetic literary devices in accessible samples of poetry and prose, and produce
original pieces of work that demonstrate their mastery of these elements.

Contents
‣ Holistic Rubric
‣ Analytic Rubric
‣ Checklist And KWL Chart
‣ 3 Graphic Organizers
‣ Appendix A, C, D, E,
‣ 20+ Questions End of Unit Assessment
‣ Summative Assessment
EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

Holistic Rubric
Poem Delivery Performance Task
Student is SHOW READY: has text committed to memory, delivers the poem with articulation and inflection that convey
4 comprehension of the text, and evokes the proper mood with their delivery.

Student is a STRONG UNDERSTUDY: only stumbles a couple of times, only miss the inflection and comprehension mildly, more
3 than once they "sell it" emotionally

Student SHOULD KEEP THE DAYJOB: needs several prompts or "looks" at their lines, misses the inflection and comprehension
2 of the text more than they nail it, and only once convince the audience emotionally of the piece.

1 Student FALLS FLAT: Constant referral to the script, flat inflection, no comprehension, and the audience is asleep

Analytical Rubric
Story Telling : Earning an Oscar! (Monologues from British & World Literature

CATEGORY Best Actor Best Supporting Actor
Knows the The student knows the text well and The student knows the
Text has obviously practiced telling the text pretty well and has
story several times. There is no need practiced telling the story
for notes and the speaker speaks once or twice. May need
with confidence. notes once or twice, but
the speaker is relatively
confident.
Delivery (Does The student uses consistent voices, The student often uses
the student facial expressions and movements voices, facial expressions
comprehend to make the characters more and movements to make
the MOOD of believable and create the proper the characters more
the text?) mood. believable and and create
the proper mood.
Text Choice Student has made a text selection Student has made a text
with a clear mood, theme(s), and use selection with a some
of figurative language. evidence of mood, theme
(s), and use of figurative
language.
Duration The storytelling lasts 5-7 minutes. The storytelling lasts 4 or
8 minutes.
Listens to Always listens attentively to other Usually listens attentively
Others storytellers. Is polite and does not to other storytellers.
appear bored or make distracting Rarely appears bored
gestures or sounds. and never makes
distracting gestures or
sounds.
Solid Understudy Don't Quit Your Day Job
The student knows some The student could not tell
of the text, but did not the text without using
appear to have practiced. notes.
May need notes 3-4
times, and the speaker
appears ill-at-ease.
The student tries to use The student tells the story
voices, facial expressions but does not use voices,
and movements to make facial expressions or
the characters more movement to make the
believable and and create storytelling more
the proper mood. interesting or clear.
Student has tried to Student has not made a
choose a a text selection text selection with a clear
with a clear mood, theme mood, theme(s), and use
(s), and use of figurative of figurative language.
language.
The storytelling lasts 9 The storytelling lasts less
minutes. than 3 minutes or more
than 9 minutes.
Usually listens to other Does not listen
storytellers, but attentively. Tries to
sometimes appears distract the storytellers,
bored. Might once or makes fun of them, or
twice accidentally make a does other things instead
gesture or sound that is of listening.
distracting.

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

Observation Checklist
Powerpoint/Multimedia Presentation - Literary Analysis & Criticism
Students are assigned to produce a multimedia presentation to be projected and presented before classmates. It should
draw from texts assigned over the duration of the unit, and present a focus upon one of the following starting points:
1. Focus upon a class of figurative language elements (i.e. analogy, metaphor, simile) with at least 5 different examples
from the texts
2. A comparison of tone and mood between two pieces of prose and poetry
3. Compare and contrast the themes from 2 different pieces of poetry or prose from this unit.

5-7 20+ 10 5 TEXT

NAME OF STUDENTS MINUTES SLIDES IMAGES QUOTES AUDIO COMMENTS

Donna Ogle's KWL Strategy

K W L
(What Do You Already Know?) (What do you WANT to know?) (What have you LEARNED?)

Students should come into
the unit already familiar with
literary devices and how to
recognize them in more
accessible literature. They
should already be able to
make use of these devices
on their own.
This unit should challenge
students to the next level in
being able to comprehend
how these literary devices
affect a piece's overall tone,
mood, or theme.
Students can demonstrate the ability to to make the
transition from recognizing examples in classic pieces of
literature, and synthesize these elements of figurative
language to affect tone, mood, and theme in their own
writing by the end of the unit.

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

Graphic Organizer
Elements of Fiction
From: http://allamericareads.org/lessonplan/wyw/during/elemfiction.htm
Activity for the "Elements of Fiction Chart" Strategy
Have the students complete an Elements of Fiction Chart (see below) for a text covered during the unit. Clues have been
provided to refresh the memory of students as to where information from the novel should be placed. The first two elements,
Setting and Character Traits, can be completed more readily than some of the others. As the reading of the novel progresses,
students will be able to complete more of the chart.

Assessment
20 points for each element, for a total of 100 points.

Prompt Response

Where does the story take place?

Setting

What are the names and

Character descriptions of the major
Traits characters in the novel?

What is the character trying to

Character accomplish?
Goals

Rising Action: What information

leads to the problem or conflict?

Climax: What is the unfolding of

Plot the conflict and how are the
major characters affected?

Falling Action: How is the conflict

resolved?

How has the author used

Elements of metaphor, simile, analogy or
Figurative other figurative language?
Language

What is the message the author

is trying to convey by writing the
Theme,
work?
Tone, Mood
Notes

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

Graphic Organizer - Word Cloud

TITLE Graphic Organizer - Word Cloud

PERSONNEL Group of 3

TOOLS • Wordle.net
• Gutenberg.org
• Google Presentation

OBJECTIVE • To use internet tools for deciphering MOOD, TONE, and THEME and how FIGURATIVE LANGUAGE
is used to support that theme.

STEPS 1. Go to Gutenberg.org and find a digital version of a text from this sub-unit.
2. Using your knowledge of the material, find and select a passage of text. Copy it to your clipboard.
3. Go to Wordle.net, and paste the a passage into the text field. Build a “Word Cloud” and adjust the font
and color settings to visually represent the mood and tone of your text. Study the word cloud looking
for recurring words, and with the knowledge gleaned from the assigned reading, build a case for the
selection’s THEME.
4. Then cite 3 examples of figurative language from the text to support that theme.
5. Organize your word clouds and your figurative language examples into a 3-5 slide Google
Presentation and submit into today’s assignment folder.
6. With your group, present the piece to the class in 2-4 minutes, explaining your choices of text, your
case for MOOD, TONE, and THEME, and the supporting examples of FIGURATIVE LANGUAGE.
7. When not presenting, fill out an EVALUATION FORM for your fellow students’ presentations

Examples

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

Designing Design (Appendices A,C,D & E)

Eric Nentrup
Monday, March 15, 2010
Standard:
10.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.

Appendix A:
Alignment Of Learning Goals From Standard With Appropriate Assessment Tools Chart
Areas of Student
Competency
Required by
Indiana Academic
Standards Learning Goals from Standard Possible Appropriate Assessment Tools

Knowledge Define diction Analytical & Holistic Rubrics, Weekly Journal Entries, Literary Criticism
Reports, Worksheets, Graphic Organizers, Short Story/Long Poem
Assignment

Knowledge Define figurative language Analytical & Holistic Rubrics, Weekly Journal Entries, Literary Criticism
Reports, Worksheets, Graphic Organizers, Short Story/Long Poem
Assignment

Knowledge Define tone Analytical & Holistic Rubrics, Weekly Journal Entries, Literary Criticism
Reports, Worksheets, Graphic Organizers, Short Story/Long Poem
Assignment

Knowledge Define mood Analytical & Holistic Rubrics, Weekly Journal Entries, Literary Criticism
Reports, Worksheets, Graphic Organizers, Short Story/Long Poem
Assignment

Knowledge Define theme Analytical & Holistic Rubrics, Weekly Journal Entries, Literary Criticism
Reports, Worksheets, Graphic Organizers, Short Story/Long Poem
Assignment

Skills Write the same sentence two different ways, Holistic Rubric, Literary Criticism Reports, Worksheets, Graphic Organizers,
demonstrating understanding of diction Short Story/Long Poem Assignment, Monologue Performance

Skills Make use of various elements of figurative language in Holistic Rubric, Literary Criticism Reports, Worksheets, Graphic Organizers,
your own writing Short Story/Long Poem Assignment, Monologue Performance

Skills Write two samples of prose or poetry with contrasting Short Story/Long Poem Assignment, Monologue Performance, Unit Portfolio
tone

Skills Write two samples of prose or poetry with contrasting Short Story/Long Poem Assignment, Monologue Performance, Unit Portfolio
mood

Skills Analyze a given piece of literature for the various Literary Criticism Reports, Worksheets, Graphic Organizers, Flash Speech
themes explored with 3 quotes/passages in support Short Story/Long Poem Assignment
of that declared theme

Processes Evaluate the impact of diction on "tone." Verbal "Flash" Speech, Literary Criticism, Unit Portfolio

Processes Evaluate the impact of figurative language on "tone." Verbal "Flash" Speech, Literary Criticism, Unit Portfolio

Processes Evaluate the impact of diction on "mood." Verbal "Flash" Speech, Literary Criticism, Unit Portfolio

Processes Evaluate the impact of figurative language on "mood." Verbal "Flash" Speech, Literary Criticism, Unit Portfolio

Processes Evaluate impact of diction on "theme." Verbal "Flash" Speech, Literary Criticism, Unit Portfolio

Processes Evaluate the impact of figurative language on Verbal "Flash" Speech, Literary Criticism, Unit Portfolio
"theme."

Disposition To be able to emulate these elements of creative Literary Criticism, Short Story or Long Poem Writing Assignment, Monologue
expression in their own writing. Performance, Unit Portfolio

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

Appendix C:
Monitoring of Student Learning Chart
Literary Monologue Short Story /
Area of Student Weekly Flash Criticism Graphic Performance Long Poem
Competency Journal Entries Speeches Reports Organizers Worksheets Assignment

Knowledge X X X X X X X
Skills X X X X X
Processes X X X X X
Dispositions X X X X X

Appendix D:
Assessment Plan Analysis Chart
Knowledge Understanding Application Analysis Synthesis Evaluation
Assessment tool items items items Items items items

Diagnostic tool Online multiple Literary Criticism Literary Criticism Literary Criticism Monologue Short Story /
choice Reports; Reports; Flash Reports; Flash Performance; Long Poem
assessment; Monologue Speech; Speech; Graphic Assignment
Performance Monologue Monologue Organizers Short
Performance Performance; Story / Long
Graphic Poem
Organizers Assignment
Monitoring tools Weekly Journal Weekly Journal Weekly Journal Weekly Journal Reflection Log
Entries; Portfolio Entries; Portfolio Entries; Portfolio Entries; Portfolio
Rubric Rubric Rubric Rubric
Summative tool Online multiple Online multiple Weekly Journal Weekly Journal Weekly Journal Portfolio Rubric
choice choice Entries; Portfolio Entries; Portfolio Entries; Portfolio
assessment; assessment; Rubric Rubric Rubric
Portfolio Rubric Portfolio Rubric

Appendix E
Assessment Accommodations/Class Profile Chart
Allowed to use Allowed to take a
computer-based Allowed to take test kinesthetic version of test
testing with online on student’s own material, moving between Allowed to take test in
Learner Characteristic headphones time (no time limit) learning stations isolation in learning center

Reading below grade level X X X

Mild learning disability X X X X
Visual impairment X X
Auditory Learner X
Visual Learner X X X
Tactile/psychomotor learner X X

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

20+ Questions End of Unit Assessment

(Bloom’s Taxonomy levels addressed in parentheses)

MULTIPLE CHOICE (2 points each)

1. In Shakespeare’s Fear No More the Heat o’ the Sun, Aviragus says “The scepter, learning, physic, must all follow this and
come to dust.” He is using which form of figurative language to refer to “the king, the teacher, the scientist”? (Knowledge)

A. Hyperbole

B. Metonymy

C. Personification

D. Paradox

2. Uniquely seen in Beowulf, which of the following is a poetic device used in describing the sea as a “whale-road??
(Comprehension)

A. Kenning

B. Simile

C. Analogy

D. Metaphor

TRUE OR FALSE (2 points each)

3. In John Donne’s “Meditation 17”, the author reflects a vibrant and happy tone (Analysis)

4. (True / False)

5. In William Blake’s poem, “A Poison Tree”, the author projects a theme of about anger.

6. (Analysis)

7. (True / False)

8. Symbolism is the use of language that appeals to one of the five senses. (Comprehension)

9. (True / False)

10. Synecdoche is the use of a part of something to represent the whole. (Comprehension)

11. (True / False)

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

FILL IN THE BLANK (2 points each)

12. ____________ is a the use of language that appeals to the senses. (Knowledge)

The Rime of the Ancient ___________ is a famous poem by Samuel Taylor _______ (Knowledge)

13. Wordsworth uses __________ in the following lines from “The World Is Too Much with Us” (Analysis):

14. “This sea that bares her bosom to the moon.”

15. When a character talks to another character that is either dead or not present, or to an object, this figure of speech is
called ______________________. (Knowledge)

16. The opposite of hyperbole is ______________. (Comprehension)

MATCHING (3 points each)

17. Match the following authors with their work (Knowledge)

John Milton The Pickwick Papers

Charles Dickens Paradise Lost

Dylan Thomas Ulysses

James Joyce Fern Hill

18. Match the following Protagonists with the respective Antagonists (Knowledge):

Beowulf The Green Knight

Gawain Sebastian, Antonio, Alonso

Macbeth Grendel

Prospero Lady Macbeth

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

SHORT ANSWER (10 points each)

19. List three examples of figurative language from Dylan Thomas’s “Fern Hill” (Analysis)

20. What are two elements of figurative language that affect a piece’s tone? (Knowledge)

21. What is the difference between mood and tone? (Comprehension)

22. Name a theme explored in each of the following from The Canterbury Tales: The Franklin’s Tale, The Wife of Bath’s Tale,
and The Miller’s Tale. (Analysis)

23. How do you define “diction?” (Application)

24. Give an example from Dickens of the use of IRONY. (Analysis)

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010
25. What’s the difference between an analogy, a simile, and a metaphor? (Synthesis)

26. In a short paragraph, evaluate the difference in tone between John Donne’s “Meditation 17” and William Blake’s poem, “A
Poison Tree” (Evaluation)

27. Using any 3 elements of figurative language we have covered in this unit, write a four-line free verse stanza and annotate
the elements (Evaluation)

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

Summative Assessment (End of Unit Portfolio)

• The unit will culminate in a sophisticated digital portfolio, written, organized, and delivered online. Work for the portfolio
will begin Week 1 and conclude Week 18. If you do not begin with Week 1 the student WILL be behind. Time will be
devoted to the portfolio in class every 3 or 4 weeks, at the conclusion of a sub-unit, but unless the student keeps up, it
will be extremely difficult to catch up at the end of the semester.
• This Digital Portfolio will pass as the studentʼs final assessment for the unit and constitute 20% of the final grade for the
course.
• The student has the freedom of choice in selecting examples from a multitude of projects completed during the
semester. Likewise, the student has the freedom to choose which mechanisms to employ in organizing and presenting
their portfolio in a clear, sophisticated and orderly package. This can contain a blend of written work, graphic organizers,
images, audio, and video clips and collections, etc.
• The end of the unit portfolio will show evidence of student learning and standard/objective mastery, along with a diverse
collection of products created as a result of rigorous engagement with the material.
• The following Portfolio Outline is to be referenced for organizing the portfolio in chronological order.
• The following Portfolio Checklist and Rubric are to be used to guide the selection of student work to be included in the
portfolio as well as the criterion for grading the quality of the studentʼs portfolio.

PORTFOLIO OUTLINE
• Introduction Section • Weeks 5-9 - Elizabethan English
• Cover page • The Tragical History of Doctor Faustus (Christopher
• Portfolio Title (Creative) Marlowe)
• Student's Name • The Sonnets of Shakespeare
• Unit Title (Survey of British & World Literature) • Paradise Lost (John Milton)
• Unit Teacher's Name (Mr. Nentrup) • Portfolio Review & Summary
• Submission Date • Weeks 10-13 - Victorian
• Table of Contents • Vanity Fair (William Makepeace Thackeray)
• Portfolio Authorʼs Introduction (300-500 Words • The Pickwick Papers (Charles Dickens)
drawn from KWL Chart completed Week 1) • Jane Eyre (Charlotte Bronte)
• Should include a prose overview, in the • Portfolio Review & Summary
authorʼs voice, of what material was covered • Weeks 14-17 - Modern British Literature
• Should also include a reflective summary • Heart of Darkness (Joseph Conrad)
statement of how the author has grown over • Dubliners (James Joyce)
the course, how the process and material made • The Poems of T.S. Eliot
the author feel and how those feelings have • Portfolio Review & Summary
changed. • Week 18 - Final Portfolio Assembly (Conclusion)
• Weeks 1-4 - Old & Middle English • Portfolio Rubric Review - Self Assessment
• Beowulf • Final Words (250 Words)
• Sir Gawain & The Green Knight • Live Presentation of Portfolio (on screen with live
• The Canterbury Tales (Geoffrey Chaucer) speech)
• Portfolio Review & Summary

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EDU 573 • Dr. Brenda Lycan Eric Nentrup • Saturday, March 20, 2010

Portfolio Rubric
The following rubric clearly explains how the studentʼs portfolio will be graded.

Does Not Meet Approaching the Meets State Exceeds State

Standards Standards Standards Standards
Criteria Indicators 1 2 3 4 Score

•Spelling 2-3 Errors 1-2 Errors 0 Errors 0 Errors and a

•Grammar sophisticated
Form •Sentence demonstration of x4
Structure skill in detail and
structure

•Consistent Missing 2 Missing 1 Missing 0 Missing 0

Style elements Element Elements Elements and
•Diversity of sophisticated
Artwork & demonstration of
Visual Appeal Media Choices skill in visual x5
•Original design
Graphic
Organizers

•Timeliness Missing 2 Missing 1 Missing 0 Missing 0

•Completeness elements Element Elements Elements and
according to sophisticated
Organization Outline demonstration of x6
•Clear structure skill in
and navigation organization

•Key Concepts Evidence of key Evidence of Evidence of high Evidence of

Included in all concepts basic level of level of mastery of key
samples included understanding understanding concepts to
•Evidence of apply in
Knowledge of
Key Concept
Understanding synthesis x7
•Application in
samples as well
as presentation
of Portfolio

•One per piece Missing 2 or Missing 1 Missing 0 Missing 0 and

Reflections more reflective reflective pieces reflections
(4 Total) pieces demonstrate x8
true insight

FINAL SCORE: __________

FINAL GRADE: __________

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