Learning Outcomes EDU645: 2012

Purpose:

Grade level and subject: Third Grade Language Arts

Students will listen attentively and participate in numerous oral language experiences. Students will be able to analyze poems, rhymes, and songs in order to understand their meaning. They will also be able to create their own poems, rhymes, and songs.

Learning Outcome:

Students will read and break down a poem so that they can better understand its rhyme, rhythm and imagery so that they can write their own poem using these characteristics.

Assessment Context:

After having recited “Caterpillar, Caterpillar,” students will analyze and take notes about the poem by breaking it down in order to understand what each line is talking about. The students will then create their own poem about an insect of their choice. They will go to the library and check out a book about insects. In their research, the students will take notes and then generate a poem about its life. The poem will need to contain five lines of a set length just like in the caterpillar poem. They will be able to use the caterpillar poem as a basis for their design.

“Caterpillar, Caterpillar”

Caterpillar, caterpillar, long and slow.
Caterpillar, caterpillar eat and grow.
Caterpillar, caterpillar close your eyes.
Caterpillar, caterpillar change your size.
Caterpillar, caterpillar where'd you go?

Holistic Rubric:

Proficient 25 points	The student was proficient in thoroughly analyzing the caterpillar poem and wrote a new poem by creating five lines of a set length using rhyme, rhythm, and imagery.
Adequate 15 points	The student was adequate in analyzing the caterpillar poem and wrote a new poem by creating three lines of a set length using some rhyme, rhythm, and imagery.
Limited 5 points	The student was limited in analyzing the caterpillar poem and wrote a new poem by creating two lines of a set length using no rhyme, rhythm, or imagery

Testing Constraints:

1. Students will not be able to use their library book during the performance assessment but they will be able to use their research notes in composing their insect poem. They will also be able to use the notes for the caterpillar poem along with the poem.

2. Before the assessment, the teacher will go over the grading criteria.

3. Before the assessment, the teacher will ask if there are any questions, because once the assessment begins, no questions will be allowed.

4. The students will have 40 minutes to complete their work.

5. Testing modifications will be made for students with special learning disabilities based on their IEPs and RTI.