Running head: POETRY AND ALL THATS WITHIN IT 1

Poetry and All thats within it

Crystal Weltikol

OTL502 Learning Theories and Modules of Instruction

Colorado State University Global Campus

Brenda Bagwell

July 13, 2017

Poetry and All thats within it 2

Poetry and All thats within it

For this assignment, a content standard that would drive our instruction for a lesson we

will be teaching next week was to be found. We are also required to unpack the standard and

write an essential question that will help students find personal relevance in the lesson. Currently

we are working on a unit of Poetry and analysis. This unit is created for an English 10 course,

which includes a critical analysis of a poem/song and formally assessed through an analytical

essay. Throughout this unit, we will address many of the Common Core Standards, but,

specifically, we will spend the greatest amount of time dealing with the close reading and critical

look at poetry, specifically devices used by the poet, as well as other relevant or sufficient ideas

developed throughout the analysis by the reader. This particular aspect of the unit is the focus

for this assignment.

Throughout this particular unit, various small analyzing assignments are given, as well as

written assignments in order to track students progress in understanding poetic devices and the

understanding of literature, such as tone, theme, and other parts of TPCASTT. However, the unit

can be adjusted by class understanding. If a class struggles with any parts of the unit more

writing assignments can be given, more poetry can be analyzed individually or by the class as a

whole, or more time can be given on the final essay project. Likewise, if a class is understanding

poetic devices and the steps of TPCASTT then the unit can go quicker.

Critical Thinking

Within the document is an entire unit overview, modified into parts focusing on specific

lesson plans. After working through the unit so far with the small summer class, the analytical

essay will be slightly modified in Week 7. Student progress will dictate which elements of the
Poetry and All thats within it 3

rubric to focus on. Their progress will also dictate which points of TPCASTT to cover in order to

enhance student learning, eventually affecting the adjustment of the rubric.

Critical Thinking: Module 6

This assignment focuses on Items 9 and 10 from The Twelve Touchstones of Good Teaching

(Goodwin & Ross Hubble, 2013).

Step One: Add opportunities for students to process every 15 minutes.

With using the Writers Workshop (Peha, 2003) Im able to effortlessly build a student-centered

classroom and allow them, as well as myself, to reflect on the material taught throughout the day.

Having a student-centered classroom allows the students to initiate the learning pace; while also

giving me room to push them in a particular direction with the material. As students work, either

together or separately, I am able to walk around the room and observe their work and their

learning process. Even though there are various methods that can be used to help students

process classroom material (Interactive Techniques, 2005), there are a few I plan to focus on

throughout this particular unit. The Think Break process is where I will ask a rhetorical

question and allow students to digest the information and think about the question for a certain

amount of time. The time allowed shouldnt be long, 20 seconds to a minute, and then I will

continue on and explain. This particular technique encourages students to take part in the

problem-solving process. Having students write something down (while you write an answer

also) helps assure that they will in fact work on the problem/question. Another technique I plan

to use is Ask the Winner. Students are asks to silently solve a problem or answer a question on

their own. After reveling the answer, instruct those who got it right to raise their hands (and keep

them raised); then, all other students are to talk to someone with a raised hand to better

understand the question and how to solve it next time.

 Poetry and All thats within it 4

Step Two: Use the Six Essential Cs to assess everything in the lesson or unit to ensure that
it has a purpose. (These are labeled within the lesson plan: Curiosity, Connections, Coherence,
Concentration, Coaching, and Context)

Step Three: Add amount of time devoted to every activity in the lesson or unit. (These are
labeled within the lesson plan.)

Identifying Poetic Devices in order to Enhance Analysis

Stage 1 Desired Results

Content Standard(s):

MCCS.RL9-10.2 Determine a theme or central idea of a text, including those by and about American Indians, and

analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by

specific details; provide an objective summary of the text (Montana Common Core Standards and Assessments,

2012).

and

MCCS.RL9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and

connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the

language evokes a sense of time and place; how it sets a formal or informal tone) (Montana Common Core Standards

and Assessments, 2012).

Unpacked Standard(s): Essential Questions:

Using the example in The 12 Touchstones of Good How can a title reveal the literal meaning in a poem and

Teaching (Goodwin, B. & Hubble, E., 2013) as a guide for how can the title reveal the figurative meaning in a poem?

how to unpack the standards, here are the following skills Throughout the poem, identify devices used by the author.

Using the authors history/background, as well as the era

students will need to master in order to be proficient in this
in which the poem was written, what deeper meaning can
standard:
 Poetry and All thats within it 5

Students need to be able to identify the various be revealed throughout the poem? How do the poetic

poetic devices by definition, such as: simile, devices relate to the poem or enhance the readers

understanding of the poem?

metaphor, oxymoron, hyperbole, etc.
What other sources can the student find to help support
Students need to be able to locate poetic
the theme throughout the poem? Can students properly
devices throughout poems and song lyrics, as
thread these sources in with the theme within the poem, as
well as identify why such devices may be used
well as cite the sources according to MLA format?
throughout or within the poem.

Students need to be able to recognize when the

authors background or history ties in with a

poem. Students also need to be able to identify

the era in which the poem was written for any

analytical connections.

Students need to be able to identify a theme in

a poem and how often this theme is supported

or obvious throughout the poem.

Students need to be able to identify how poetic

devices connect with the theme of the poem.

Students will need to be able to use the theme

established and through proper research

support the theme with the help of other

sources.

Students will set their own personal goals by.

Identifying which poetic devices they dont understand and through class practice and personal
practice improve their knowledge of poetic devices, in turn helping with identification and analyzing.
 Poetry and All thats within it 6

Following the proper steps on how to read a poem and work carefully through the steps of TPCASTT
when reading poems.
Understanding that poetry has various interpretations and there is no one way to look at a poem.
Realizing they can view poetry in more than one way and should push to do so when reading and
writing poetry. This will help when analyzing poems.
Work on adding poetic devices within their own poems, and considering the small steps to develop a
good poem (such as the title).
Questioning their first interpretation of a poem or poetic device in order to push their boundary of
understanding.
Recognizing how important grammar and mechanics are within poetry and how correct or incorrect use
can affect understanding and meaning.

Progress on students' personalized goals will be monitored by

Think-Pair-Share (teacher circulations around classroom regularly throughout the unit)

Accountable Talk (throughout the unit)
Whip around, pass (within class discussions)
Think-alouds (especially when partnered or put in groups)
Poetry Bingo (final review before poetic device test)
Interactive Writing (almost daily)
Read, Write, Pair, Share (almost daily, especially when in groups or partners)
TPCASTT Rubric (writing practice with analysis of poetry) (DAILY THROUGHOUT THE UNIT)
Entrance/Exit Slips (especially when new or difficult information is introduced)

Rules and Procedures

Rules
Politeness and helpfulness (especially when working with partners/groups)
Respecting others property
Bringing materials to class (poetry packets and song with analysis)
Being in your desk when the class bell rings
Discussing only with your group and when assigned to

Procedures
Tell students what to do whenactivity or event specific (Groups will be assigned by the teacher and
announced using the Smart Board, groups will be listed); Students will then arrange their desks in a
circle formation with their groups (facing each other)
A given procedure is written as a sequential and discrete steps (Students will either use the steps from
the TPCASTT rubric to work on a poem; OR students will following the steps assigned on the Smart
Board once groups are established)
Each step contains an action (ideally observable) to be performed by the student(s) (Students will either
have their own or a shared piece of paper-where they take turns writing-and discuss potential answers
before writing them)
When groups are finished students will turn in the/ir paper to the homework bin near the teachers desk;
they will then work individually on their own song analysis or AR Read (students should always be
reading as they can earn extra credit points based on test points they earn by the end of each quarter)
 Poetry and All thats within it 7

Assessment Evidence Directly Aligned to Content Standard

Pre-Assessment, including analysis of the pre-assessment results.

8 students were pre-assessed for their understanding of poetic devices. This is the first lesson for poetry analysis, as
students need to know what poetic devices are and how to identify them before being able to analyze them within
poetry.

This pre-assessment was given twice. The first time was Monday, represented in blue, and the second time on
Friday, represented in red. I found it important to give the pre-assessment twice so students can see how they
improved even within a few days. I was happy to see that none of the students failed the pre-assessment the second
time around.

Pre-assessement of Poetic Devices

6

0
80-100 Percent 70-80 Percent 60-70 Percent 0-60 Percent

Series 1 Series 2

Performance Task(s) or Assignment Description(s):

A poetry packet was provided for students to work through. After the first pre-assessment, the class worked through
the poem Fog and out loud discussed how to properly work through TPCASTT. This unit will take multiple weeks,
but this week the focus was on the poem My Papas Waltz. Students would work on a stanza a day, and as a class
we would discuss their findings and discuss why certain poetic devices were identified and why. The students also
had to write their own poems. By writing these poems while also analyzing poems, students are able to not only
identify poetic devices, but create poetic devices. By accomplishing this, students are showing their understanding of
the various poetic devices and how/why they are used.
 Poetry and All thats within it 8

Practice with TPCASTT

My Papas Waltz

by Theodore Roethke

The whiskey on your breath

Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.

We romped until the pans

Slid from the kitchen shelf;
My mothers countenance
Could not unfrown itself

The hand that held my wrist

Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.

You beat time on my head

With a palm caked hard by dirt,
Then waltzed me off to bed
Still clinging to your shirt.

The Orange

by Wendy Cope

At lunchtime I bought a huge orange

The size of it made us all laugh.
I peeled it and shared it with Robert and Dave
They got quarters and I had a half.

And that orange, it made me so happy,

As ordinary things often do
Just lately. The shopping. A walk in the park.
This is peace and contentment. Its new.
 Poetry and All thats within it 9

The rest of the day was quite easy.

I did all the jobs on my list
And enjoyed them and had some time over.
I love you. Im glad I exist.

Fog

by Carl Sandburg

The fog comes

on little cat feet.

It sits looking
over harbor and city
on silent haunches
and then moves on.

Mother to Son

by Langston Hughes

Well, son, I'll tell you:

Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
 Poetry and All thats within it 10

So, boy, don't you turn back.

Don't you set down on the steps.
'Cause you finds it's kinder hard.
Don't you fall now
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair.

Writing Your Own Poetry

Limerick:
Funny little poem containing five lines. The last words of the first, second and fifth lines rhyme with each other (A)
and the last words of the firth and fourth lines rhyme with each other (B). The pattern is AABBA. It should also
have a rhyme pattern like da DUM da da DUM da da DUM for all lines.
Poem must include one poetic devices (not a sound device).

There once was a girl named Cheryl (A)

Who dreamed she was in a great peril (A)
She awoke with a fright (B)
When she discovered the sight (B)
The monster was just a small squirrel (A)

_________________________________________ (Title)

1.
2.
3.
4.
5.

Literary Terms Poem:

Create your own poem including six (6) different literary devices. The poem must have a minimum of two (2)
stanzas. The poem must also have a specific mood (or/and change in mood) and show thoughtfulness and meaning.
________________________________________________
Rubric:
 Poetry and All thats within it 11

This type of rubric will be used for various poems.

Communication Arts 10 Poetry Unit

Name: _______________________________________ PR: ________________

TPCASTT Annotations (TPCASTT explanation taken from several online sources). The majority of your grade for
this will come from your annotations of these poems, as well as the final analytical essay. The TPCASTT method is
an excellent way to gather your thoughts on what a poem (and a poet) is aiming to accomplish. I should see
evidence of this level of analysis on every poem.
Before you even think about reading the poetry or trying to analyze it, speculate on what
you think the poem might be about based upon the title. Often time authors conceal the
T Title meaning in the title and give clues in the title. Jot down what you think this poem will be
about.
Before you begin thinking about the meaning or tying to analyze the poem, dont
overlook the literal meaning of the poem. One of the biggest problems that students often
make in poetry analysis is jumping to conclusions before understanding what is taking
place in the poem. When you paraphrase a poem, write in your own words exactly as it
happens in the poem. Look at the number of sentences in the poemyour paraphrase
P Paraphrase should have exactly the same number. This technique is especially helpful for poems
written in the 17th and 19th centuries. Sometimes your teacher may allow you to
summarize what happens in the poem. Make sure that you understand the difference
between paraphrase and summary.
Although this term usually refers solely to the emotional overtones of word choice, for
this approach the term refers to any and all poetic devices, focusing on how such devices
contribute to the meaning, the effect, or both of a poem. You may consider imagery,
figures of speech (simile, metaphor, personification, symbolism, etc.), diction, point of
C Connotation view, and sound devices (alliteration, onomatopoeia, rhythm, and rhyme). It is not
necessary that the ones you do identify should be seen as a way of supporting the
conclusions you are going to draw.
Having examined the poems devices and clues closely, you are now ready to explore the
multiple attitudes that may be present in the poem. Examination of diction, images, and
details suggests the speakers attitude and contributions to the understanding. You may
A Attitude refer to the list of words on our Tone Map. That will help you. Remember that usually
the tone or attitude cannot be named with a single word. Think complexity.
Rarely does a poem begin and end the poetic experience in the same place. As is true of
most of us, the poets understanding of an experience is a gradual realization, and the
poem is a reflection of that understanding or insight. Watch for the following keys to
shifts:
S Shifts Key words (but, yet, however, although)
Punctuation (dashes, periods, colons, ellipsis)
Stanza divisions
Change in line or stanza length or both
Irony
Changes in sound that may indicate changes in meaning
 Poetry and All thats within it 12

Changes in diction
Now look at the title of the poem again, but this time on an interpretive level. What new
T Title insight does the title provide in understanding the poem?
What is the poem saying about the human experience, motivation, or condition? What
subject or subjects does the poem address? What do you learn about those subjects?
T Theme What idea does the poet want you to take away with you concerning these subjects?
Remember that the theme of any work of literature is stated in a complete sentence.

This rubric will be used for the major assignment at the end of the unit. This Lyric Analysis Rubric will be used for the
final formal assessment given in the format of an analytical essay.

English-CA 10
Lyric Analysis

Grading Rubric
Worth 14 points
______ - 12 pt. Font (2)
______ - Readable font (can tell a difference when using regular, bold, & italics) (1)
______ - Double Spaced (2)
______ - Each paragraph indented (2)
______ - 1 inch margins (1)
______ - Proper Heading and Title (4)
______ - Header (last name, page #) (2)

Worth 32 points
______ - There is an introduction and clear Thesis Statement 3 sentences minimum (4)
______ - There are at least three body paragraphs and clear Topic Sentences each at least 5 sentences (9)
______ - There is conclusion 3 sentences minimum (2)
______ - Student did obvious research and gives proper examples and details to support the thesis statement (8)
______ - The History of Music and Genre of selected song is mentioned within the essay (6)
______ - There is a works cited page (proper MLA format) (minimum of 2-3 sources) (3)

Worth 12 points
______ - There is a Key of Figurative Devices placed after the Works Cited page (2)
 Poetry and All thats within it 13

______ - There is at least 5 different figurative devices found and explained (not counting rhyme, rhythm and
imagery) (10)

Worth 40 points
______ - Ideas: are clear and strong, interesting, important and informative (7)
______ - Organization: follows central idea, well structured, strong connections, meaningful (7)
______ - Word Choice/Voice: descriptive writing, provides imagery, writer seems engaged (7)
______ - Conventions/Editing: writing is fluent, spelling, punctuation, capitalization, grammar (7)
______ - Presentation: Essay is in Final Draft form, visual presentation (4)
______ - Obvious authenticity of writing & ideas or proper citing used in context: NO plagiarism- will lead to an
F!!! (10)

Total Final Essay Worth: 100 points

Self or Peer Assessments Formative Assessments, Summative

Assessments, etc.
1. Students will use the TPCASTT rubric daily when
working through the poetry packet and when 1. Pre-assessment of poetic devices (two)
analyzing song to check for understanding on
consistency 2. Practice with TPCASTT in not only poems
found within the poetry packet, but through
2. Students will do a personal and class review when writing of poems
doing poetic devices pre-assessment (practices)
3. Picking a song and working through
3. Moderation (students will work through TPCASTT TPCASTT focusing on poetic devices and
rubric) step by step as a class and assessing whether analysis of the lyrics
they are on the right track as individuals based on
class discussion (hand raising technique will be used 4. Analytical Essay using the picked song
as an overall assessment)

4. Students will have others look over their work for other
points of view (respectfully) and comment (helpful and
positive criticism) in order to push for deeper and
thoughtful analysis (especially on the chosen song
assignment)
 Poetry and All thats within it 14

5. Students will use teacher examples to base on work

when working through the steps of TPCASTT
(especially during the song analysis)

Learning Plan Directly Aligned to Content Standard AND Assessments

Learning Activities:

This is the core of your lesson plan and includes a listing describing briefly (usually in easy-to-follow bulleted or numbered
form) what:

Pre-assessment (15 minutes): Poetic Device Identification-matching device with definition (Warm-up) (Concentration
and Context)
Mini-Lesson (15-20 minutes): class analysis of The Fog by Carl Jung (identifying devices throughout poem and
analyzing different points of view) (Curiosity, Coherence, Coaching)
Students will work through poetry (their selected song) to complete the TPCASTT rubric (30 minutes). Each student
will be thorough in their description of poetic devices and analysis. Practices such as Ask the Winner and Think
Break will be used with the students (Connections, Coherence, Context)
During the particular essay lesson (30-40 minutes), students will primarily work individually on TPCASTT and have
one-on-one conferencing with the teacher, as well as a conference or edit session with another student within the
classroom (Curiosity, Connections, Coaching)
Student expectations are clearly stated on the provided rubrics (5-10 minutes), written on the white boards for reference,
and shown on examples throughout the use of the poetry packet (Concentration, Coaching)
Students will be given (2 minutes-10 or 15 minutes) to work through sections of TPCASTT when working through a
poem. Each section will be divided up during the time of the class, giving students a guideline on how to work through a
poem and how long it should take them in order to find what is needed within particular poems throughout the packet.
This will indicate which students understand the steps to analyzing a poem and who are struggling (Connections,
Coherence, Concentration, Context)

Feedback Strategies, including Timeliness

Students will know what they need to improve and work towards mastery by through

TPCASTT poetry rubric

Learning targets (focusing on poetic devices)
Comments from peers and the class as a whole the sooner the better
Teachers comments on analyzed poetry be specific as possible and the sooner the better
Analytical essay rubric
One-on-one conferences with the teacher
Writers Workshop
Editing notes or meetings with peers during the drafting process
Poetry and All thats within it 15

Step One: Ways to re-engage students every 10 minutes.

These strategies are mentioned in Feedback Strategies, including Timeliness, where

feedback needs to be specific as possible and the sooner the better. These examples are

found by Marianne Stenger through research of university professors and studies done

highlighting importance of meaningful feedback. Two of the five steps mentioned by Stenger

(2014) are 1) be specific as possible. Stenger uses The Power of Feedback, research from the

University of Auckland professors Helen Timperley and John Hattie, who highlight the

importance of supplying learners with specific information. Using Great Job! doesnt tell the

learner what s/he did right, same with Not Quite neglecting any insight as to what s/he did

wrong. While students work through poetry, it is important to continually give students specific

details on what to look deeper into, view at another angle, inform the reader more of, etc.; 2) the

sooner the better. When feedback is given immediately, not days, weeks or months down the

line, research shows significant improvement on performance. Research through the University

of Minnesota indicates that students who receive immediate feedback not only improve but

comprehend the material better (Stenger, 2014). By providing feedback throughout the class

period, even by glancing at students work, better comprehension and performance can be seen

by the teacher as students are able to identify their mistakes and what changes need to be done.

Step Two: Offer students a choice.

Students are not really given much of a choice in what poems they have to analyze when

working through the poetry packet. They are also told what type of poetry to write when working

through the packet. However, students do have a choice in what their subject will be when

writing the poetry and they get to decide what type of poetic devices to use. This provides a

multitude of devices for students to pick from, even though they are encouraged to choose
Poetry and All thats within it 16

devices that may be difficult for them so they can familiarize themselves with the device.

Another chief choice students have is the analytical essay topic. Students get to choose which

song they will be analyzing. This is done so students have an automatic interest because they

usually choose a genre they like and a song they are familiar with. Saga Briggs (2014) states that

relevant learning means effective learning and that if a teacher provides meaningful activities

that both engage students emotionally and connects with what students already know, the teacher

helps build neural connections and long-term memory storage. By allowing students to pick a

song they are already familiar with, the scaffolding is already in place for students to connect the

learned material to.

Step Three: Identify how you will explicitly align the skills being taught with real-world

relevancy.

Whether students truly realize it or not, their lives are full of poetic devices. The devices

are terms they may find throughout other parts of literature, such as novels, textbooks or

childrens stories. However, these devices are also found and use frequently outside of school. A

student may use a hyperbole when they mention they are starving in the class period before

lunch, or use a type of irony when expressing their love of homework. Within this unit, there will

be a number of ways to explicitly use/identify poetic devices and connect them to the real-world,

especially when used in language, interpreting information and expressing ideas.

Step Four: Opportunities to interact with students

While working through the poetry packet, I will walk throughout the classroom checking

on individual students as they identify poetic devices and work through the steps of TPCASTT.

Even though students will work on some of the poems individually, there will be times where

students will get to work with a partner or in small groups to perform TPCASTT. There will also
Poetry and All thats within it 17

be times, specifically at the beginning of the unit, where as a class we will review and work

through TPCASTT for students to see if they are on the correct path for performing masterfully.

By also using the Workshop Model, I will incessantly intermingle with students in the large

classroom environment and one-on-one as we work through the poetry packet and more

specifically when working on the final assessment, the analytical essay. When students are

working on their individual song, I will circulate the room and answer any questions students

may have, check on their progress through TPCASTT when it comes to their specific song

choice, offer advice and guidance when necessary, help those stay on task if they fall behind

when following the TPCASTT rubric and push those who need to be reminded of where they

should be within the time frame of working. As students begin typing their essay, I will conduct

one-on-one meetings in order to track their progress in writing and interpretation of the song.
Poetry and All thats within it 18

References

Beck, D. (2013). Poetic Devices. Vocabulary.com. Retrieved from:

https://www.vocabulary.com/lists/251961.

Briggs, S. (2014). How To Make Learning Relevant To Your Students (And Why Its Crucial To

Their Success). InformED. http://www.opencolleges.edu.au/informed/features/how-to-

make-learning-relevant/.

Goodwin, B & Ross, E. (2013). The Twelve Touchstones of Good Teaching. Alexandria, VA:

ASCD.

Interactive Techniques. (2005). Instructor Action. Course Design.

https://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/assessment/content/

101_tips.pdf.

Marzano, R.J. (2003). Classroom Management that Works. Alexandria VA: ASCD. CELL

Classroom ManagementMarzano Outline revSW. 5.27.2010. p 9.

https://www.education.ne.gov/bmit/.../establishingclassroomrulesandconsequences.pdf.

Materials for Formative Assessments & Monitoring Student Progress. (2015). Formative

Assessment & Monitoring Student Progress. Centers of Excellence.

https://schools.archmil.org/CentersofExcellence/DOCsPDFs/Learning-Support-

Teams/2015-16/October-8-2015/Formative-

Assessments/FormativeAssessmentandMonitoringStudentProgress.pdf.
Poetry and All thats within it 19

Montana Common Core Standards and Assessments. (2012). Montana Office of Public

Instruction. Retrieved from http://opi.mt.gov/pdf/CCSSO/MCCS-ELA/Strands/MCCS-

Reading-Literature-Standards-K-12-5-11-12.pdf.

Peha, S. (2003). Welcome to the Writers Workshop. Teaching That Makes Sense, Inc.

https://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdf.

Poetry Packet. 2013. Burlington High School English Department. Retrieved from:

https://bhsenglishdepartment.files.wordpress.com/2012/01/poetry-packet-2013.doc.

Simon, C. (2017). Strategy Guide: Using the Think-Pair-Share Technique. ILA/NCTE.

http://www.readwritethink.org/professional-development/strategy-guides/using-think-

pair-share-30626.html.

Six + One Trait Writing. (2017). Trait Definitions. Education Northwest.

http://educationnorthwest.org/traits/trait-definitions.

Stenger, M. (2014). Five Research-Based Tips for Providing Students with Meaningful

Feedback. George Lucas Educational Foundation. https://www.edutopia.org/blog/tips-

providing-students-meaningful-feedback-marianne-stenger.