Crystal Sanchez

Professor Dover

EDSC 440S

17 December 2018

Assessment Plan

Purpose/Focus of
Implementation Feedback Strategy How Informs Teaching
Assessment
The teacher will gather
feedback through Pair-
This informs teaching since the
For students to tap For Entry Level assessment, students will Share and class discussion.
teacher will be able to assess
into their funds of watch a Spoken Word video and be During the time for Pair-
students’ prior knowledge and
knowledge and presented with a prompt in order to write Share, the teacher will walk
understanding of culture and
demonstrate a response as a Quick-Write. Students will among students, and
identity. She will also be able to
connections and be asked what they notice about their through the class
shape the rest of the lesson to
relevance to the own culture, how this forms their identity, discussion she will be able
support students’ understanding
lesson’s topic. and how they believe society views them. to hear the ideas and
of the content.
experiences students have
gone through.
Feedback will be gathered
The feedback will shape
Progress Monitoring Assessment will take as the teacher walks
instruction since the teacher will
place as students read two different around students working in
be able to adjust instruction and
poems by Pat Mora and annotate the groups. By walking around,
To analyze and provide additional modeling or
texts through close-reading strategies. the teacher will be able to
critically study the guided practice if necessary. She
Students will also complete a Venn clarify any questions or
structure of poetry. will also evaluate whether
Diagram in order to compare and contrast directions, and also see
students’ need more guidance
poetic and cultural elements in the how much progress
and instruction in analyzing
poems. students are making in
poetry.
their learning.
The teacher will gather
To demonstrate an feedback as she assigns the
Teaching is informed as the
understanding of Summative Assessment for the lesson will students’ poems as
teacher reviews the students’
poetic structure and be given to students as they re-create a homework. Students will
submissions, which will then
content material, poem of their in the writing style of Pat submit the poems through
influence how the teacher
and to create an Mora. They will access their own funds of Google Classroom that
decides to begin the following
authentic piece of knowledge and share their cultural same night, so the teacher
lesson. The teacher will also be
literature by using experiences through the creative writing may provide commented
able to see how much review and
the proper literary and structure of poetry. feedback and check for
clarification students need.
conventions. understanding of the day’s
lesson.

For this lesson, I thought it best to have students start off with a Quick-Write so that

students may organize their thoughts and responses to the following questions: What particular

strengths and characteristics do you notice about your own culture? How do you believe this

forms and shapes your identity? How do you believe society views you? After students type out
their responses through Google Classroom in a forum discussion format, students are able to

view each other’s input. Since students will also be able to engage in Pair-Share, the teacher will

be able to see whether students are interacting and interested in the upcoming topic. Through a

classroom discussion, the teacher will be able to ensure that students have tapped into their funds

of knowledge to better draw connections with the content. The class discussion also allows the

teacher to provide general, commentated, and verbal feedback immediately to the students to

help guide them to the lesson’s objectives.

Then students will be assessed through progress monitoring as they read over two

different poems written by Pat Mora, “Immigrants” and “Two Worlds.” After reading the two

poems, students will work in groups of four to annotate the texts and fill out their Venn Diagram

graphic organizer. The graphic organizer is meant to have them compare and contrast the poetic

elements in the two poems, and to also have them draw text-to-self connections as they fill out

the part where they include how they relate to the cultural aspect of the poems. They will engage

in academic discussion as they fill out their graphic organizers, and the teacher will monitor

student progress as she walks around to provide clarification and live feedback. She will be able

to view the students’ work in progress and assess how much guidance and direction students may

further need. For example, if she sees that students are having trouble annotating their poems,

she will provide further modeling and guided practice as she reviews the close-reading strategies

that are on a poster, hanging on a classroom wall. Furthermore, she may also provided guided

practice for students to fill out the first part of the Venn Diagram. In this manner, students are

able to receive immediate feedback and guidance in order to ensure that they are understanding

the content material.

 In addition, the summative assessment for this lesson will ask students to create their own

poem based on personal cultural background and experiences; students will be instructed to

mimic Pat Mora’s poetry style as they provide their own connections to the topic of Identity.

They will begin the assessment towards the end of the lesson, and complete the rest of it for

homework; they will also submit the poem through Google Classroom that same night so that the

teacher may provide quick feedback. Through the poem, the teacher will be able to evaluate and

check for student understanding of the day’s lesson; she will see whether students need more

guidance in poetic structure and cultural content.

Because these assessments are for the unit’s first lesson, they are meant to prepare

students for the unit’s final, summative assessment. For the unit’s final assessment, students will

compose 3 different poems on the following subtopics: Culture, Society, and Heritage. The

subtopics are meant to connect to the overall unit theme of Identity, and are styled after Pat

Mora’s own subtitles in My Own True Name, which are Blooms, Thorns, and Roots. As a final

presentation, students will create their own spoken word video to demonstrate that they

connected with the unit’s content and poetic structure. Overall, it represents how students define

their identity based on their culture, how they overcome social stigmas and stereotypes, and how

they relate to their heritage.