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Final Assessment Portfolio Preso - NENTRUP

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This is my final presentation for EDU 573. It references my assessment design portfolio, available in the class Google Docs folder.

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Final Assessment Portfolio Preso - NENTRUP

  1. 1. Assessment Design Portfolio Classically Modern: A Technological Approach To British And World Literature Grade 10 English Language Arts Eric Nentrup Wednesday, March 17, 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.
  2. 2. Considerations - Gardner’s Multiple Intelligences NATURALIST VERBAL-LINGUISTIC INTRAPERSONAL LOGICAL-MATHEMATICAL Verbal-Linguistic Logical-Mathematical Spatial-Visual Bodily-Kinesthetic Musical INTERPERSONAL SPATIAL-VISUAL Interpersonal Intrapersonal Naturalist MUSICAL BODILY-KINESTHETIC
  3. 3. Considerations Bloom’s Taxonomy of Learning
  4. 4. Considerations Bloom’s Taxonomy of Learning N U ATIO EVAL IS SYN THES ANA LYSIS N IC ATIO APPL O N REH ENSI P COM DG E KNO WLE Bloom’s Taxonomy of Learning
  5. 5. Considerations Bloom’s Taxonomy of Learning
  6. 6. Considerations Bloom’s Taxonomy of Learning T I M E KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
  7. 7. Considerations Bloom’s Taxonomy of Learning T I M E KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Bloom’s Taxonomy Over Duration of Unit KNOWLEDGE Relative Emphasis COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Unit Phases (3 week increments)
  8. 8. Considerations Bloom’s Taxonomy of Learning T I M E KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Bloom’s Taxonomy Over Duration of Unit KNOWLEDGE Relative Emphasis COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Unit Phases (3 week increments)
  9. 9. Considerations Bloom’s Taxonomy of Learning T I M E KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Bloom’s Taxonomy Over Duration of Unit KNOWLEDGE Relative Emphasis COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Unit Phases (3 week increments)
  10. 10. Considerations Bloom’s Taxonomy of Learning T I M E KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Bloom’s Taxonomy Over Duration of Unit KNOWLEDGE Relative Emphasis COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Unit Phases (3 week increments)
  11. 11. Considerations Bloom’s Taxonomy of Learning T I M E KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Bloom’s Taxonomy Over Duration of Unit KNOWLEDGE Relative Emphasis COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Unit Phases (3 week increments)
  12. 12. Considerations Bloom’s Taxonomy of Learning T I M E KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Bloom’s Taxonomy Over Duration of Unit KNOWLEDGE Relative Emphasis COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Unit Phases (3 week increments)
  13. 13. Considerations Bloom’s Taxonomy of Learning T I M E KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Bloom’s Taxonomy Over Duration of Unit KNOWLEDGE Relative Emphasis COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Unit Phases (3 week increments)
  14. 14. Considerations Bloom’s Taxonomy of Learning T I M E KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Bloom’s Taxonomy Over Duration of Unit KNOWLEDGE Relative Emphasis COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Unit Phases (3 week increments)
  15. 15. Considerations Bloom’s Taxonomy of Learning KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION T I M E
  16. 16. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION T I M E
  17. 17. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION T I M E
  18. 18. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION T I M E
  19. 19. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION T I M E
  20. 20. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION T I M E
  21. 21. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION T I M E
  22. 22. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION T I M E
  23. 23. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences KNOWLEDGE
  24. 24. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences EDU 573 • Dr. Brenda Lycan! Holistic Rub Po ric Eric Nentrup • Friday, Mar em Delivery Pe ch 19, 2010 rformance Ta sk Student is SH 4 OW comprehension READY: has text committed of the text, and to memory, del evokes the pro ivers the poe per mood with m with articula Student is a STR their delivery. tion and infle 3 ction that con ONG UNDERS vey than once the TUDY: only stu y "sell it" emotio mbles a couple nally of times, only miss the infle Student SHOU ction and com 2 LD KEEP THE prehension mild of the text mo DAYJOB: nee ly, more re than they nail ds several pro it, and only onc mpts or "looks" e convince the at their lines, misses the infle 1 Student FALLS audience em otionally of the ction and com prehension FLAT: Consta piece. nt referral to the script, flat inflection, no comprehension Analytical R , and the aud ience is asleep Story Telling ubric : Earning an Oscar! (Monolo PORTFO gues from Br CATEGORY itish & World Best Actor Literature Knows the The Best Suppor student knows ting Actor Text has obv the text well and Solid Unders iously practic The student kno tudy Don't Quit You story several ed telling the ws the r Day Job times. There text pretty wel The student kno for notes and is no need pra l and has ws some The the speaker spe cticed telling of the text, but student could with confidence aks the story app did not the text without not tell . once or twice. ear to have pra using May need cticed. notes. notes once or May need not twice, but es 3-4 the speaker is times, and the relatively spe Delivery (Does confident. appears ill-at-ea aker The student use se. the student s consistent facial expression voices, The comprehend s and movem student often to make the ents voices, facial uses The student trie the MOOD of characters mo expressions s to use believable and re and movement voices, facial The student tells the text?) mo create the pro s to make and expressions the story od. per the characters movements to but does not more make facial use voices, KNOWLEDGE believable and the characters expressions or and create more movement to Text Choice the proper mo believable and make the Student has od. and create made a text sele LIO the proper mo storytelling mo with a clear mo ction Student has od. re od, interesting or of figurative lang theme(s), and use selectio made a text Student has clear. uage. n with a som tried to evidence of mo e choose a a tex Student has od, theme with t selection not made a (s), and use of a clear mood, text selection figurative theme mood, with a clear Duration The language. (s), and use of theme(s), and storytelling last figurative use s 5-7 minute language. of figurative lang s. The storytelling uage. lasts 4 or The 8 minutes. storytelling last minutes. s9 The storytelling Listens to Alw lasts less ays listens atte than 3 minute Others storyte ntively to oth s or more llers. Is polite er Usually listens and does not attentively than 9 minute appear bored to other storyte Usually listens s. or make distrac llers. to other gestures or sou ting Rarely appear storytellers, but Does not liste nds. s bored n and never ma sometimes app attentively. Trie kes ears s to distracting ges bored. Might distract the sto tures or once or rytellers, sounds. twice accidenta makes fun of lly make a doe them, or gesture or sou s other things nd that is instead distracting. of listening. Classically Mod ern: A Techno logical Approac h To British And World Literatu re! p2
  25. 25. Considerations EDU 573 • Dr. Brenda Lycan! Eric Nentrup • Friday, March 19, 2010 Holistic Rubric Bloom’s Taxonomy of Learning Poem Delivery Performance Task + Gardner’s Multiple Intelligences 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 Rubric EDU 573 • Dr. Brenda Lycan! Holistic Eric Nentrup Poem Deliver • Friday, Mar ch 19, 2010 y Performance Task Student is SH 4 OW comprehension READY: has text committed of the text, and to memory, del CATEGORY Best Actor Best Supporting Actor Solid Understudy Don't Quit Your Day Job 3 Student is a STR than once the ONG UNDERS evokes the pro TUDY: only stu per mood with ivers the poe their delivery. m with articula tion and infle ction that con vey y "sell it" emotio mbles a couple nally of times, only miss the infle ction and com Knows the The student knows the text well and The student knows the The student knows some The student could not tell Student SHOU prehension mild 2 LD KEEP THE DAYJOB: nee ly, more of the text mo re than they nail ds several pro it, and only onc mpts or "looks" e convince the at their lines, Text has obviously practiced telling the text pretty well and has of the text, but did not the text without using misses the infle 1 Student FALLS audience em otionally of the ction and com prehension FLAT: Consta piece. nt referral to the script, flat inflection, no story several times. There is no need practiced telling the story appear to have practiced. Analytical Rubric notes. comprehension , and the aud ience is asleep Story Telling for notes and the speaker speaks once or twice. May need May need notes 3-4 : Earning an Oscar! (Monolo PORTFO gues from Br CATEGORY itish & World with confidence. notes once or twice, but times, and the speaker Knows the The student knows Best Actor Literature Best Suppor ting Actor Text has obv the text well and Solid Unders the speaker is relatively appears ill-at-ease. iously practic The student kno tudy Don't Quit You story several ed telling the ws the r Day Job times. There text pretty wel The student kno for notes and is no need pra l and has ws some The the speaker spe cticed telling of the text, but student could did not not tell confident. with confidence aks the story app the text without . once or twice. ear to have pra using May need cticed. notes. notes once or May need not twice, but es 3-4 the speaker is times, and the relatively spe Delivery (Does confident. appears ill-at-ea aker The student use se. the student s consistent Delivery (Does The student uses consistent voices, The student often uses The student tries to use The student tells the story facial expression voices, The comprehend s and movem student often to make the ents voices, facial uses The student trie the MOOD of characters mo expressions s to use believable and re and movement voices, facial The student tells the text?) mo create the pro expressions the story the student facial expressions and movements voices, facial expressions voices, facial expressions but does not use voices, od. per s to make and but does not the characters movements to use voices, more make facial KNOWLEDGE believable and the characters expressions or and create more movement to Text Choice the proper mo believable and make the comprehend to make the characters more and movements to make and movements to make facial expressions or Student has od. and create made a text sele LIO the proper mo storytelling mo with a clear mo ction Student has od. re od, interesting or of figurative lang theme(s), and use selectio made a text Student has clear. uage. n with a som tried to the MOOD of believable and create the proper the characters more the characters more movement to make the evidence of mo e choose a a tex Student has od, theme with t selection not made a (s), and use of a clear mood, text selection figurative theme mood, with a clear Duration The language. (s), and use of theme(s), and storytelling last figurative use the text?) mood. believable and and create believable and and create storytelling more s 5-7 minute language. of figurative lang s. The storytelling uage. lasts 4 or The 8 minutes. storytelling last s9 The storytelling the proper mood. the proper mood. interesting or clear. Listens to Alw minutes. ays listens atte lasts less Others storyte ntively to oth than 3 minute llers. Is polite er Usually listens s or more and does not attentively than 9 minute appear bored to other storyte Usually listens s. or make distrac llers. to other gestures or sou ting Rarely appear storytellers, but Does not liste nds. s bored n attentively. Trie Text Choice Student has made a text selection Student has made a text Student has tried to Student has not made a and never ma sometimes app s to kes ears distract the sto distracting ges bored. Might rytellers, tures or once or sounds. twice accidenta makes fun of lly make a doe them, or with a clear mood, theme(s), and use selection with a some choose a a text selection text selection with a clear gesture or sou s other things nd that is instead distracting. of listening. of figurative language. evidence of mood, theme with a clear mood, theme Classically Mod mood, theme(s), and use ern: A Techno logical Approac h To British And World Literatu (s), and use of figurative (s), and use of figurative of figurative language. re! p2 language. language.
  26. 26. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences COMPREHENSION
  27. 27. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences EDU 573 • Dr. Brenda Lycan! Observatio n Checklis Powerpoint/ M ultimedia Pre t Eric Nentrup • Friday, Ma rch 19 Students are sentation - as draw from tex signed to produce a mu Literary Ana ts assigned ltimedia pres lysis & Critic 1. Focus up over on a class of the duration of the unit, entation to be projecte ism from the tex figurative lan and presen d and presen ts guage eleme t a focus up ted before cla nts (i.e. analo on one of the ssma 2. A comp arison of ton gy, metapho following sta tes. It should 3. Compare e and mood r, simile) with rting points: and contras between tw at least 5 dif t the theme o pieces of ferent exam s from 2 dif prose and po ples ferent piece etry s of poetry or prose fro NAME OF ST UDEN 5-7 20+ m this unit. TS MINUTES 10 SLIDES 5 TEXT IMAGES QUOTES AUDIO COMMENTS COMPREHENSION Donna Og (What Do You Students sh the unit alrea K ould come le's KWL S Already Know into ?) trategy (What do you This unit sh W WANT to kno w?) L dy familiar wi ould challen (What have you literary devic th students to ge Students ca LEARNED?) es and how the recognize the m in more to being able to next level in transition fro n demonstra te the ability accessible comprehen m recognizing to to make literature. Th how these lite d literature, an examples in the rar should alrea dy be able ey affect a piece y devices language to d synthesize these eleme classic piece s of 's make use of these devic to mood, or the overall tone, writing by the affect tone, mood, and nts of figura tive on their ow es me. end of the un theme in the n. it. ir own Classically Mo dern: A Tec hnological Ap proach To Bri tish And Wo rld Literature !
  28. 28. EDU 573 • Dr. Brenda Lycan! Eric Nentrup • Friday, March 19, 2010 Considerations Observation Checklist Bloom’s Taxonomy of Learning + Gardner’s Multiple Powerpoint/Multimedia Presentation - Literary Analysis & Criticism Intelligences 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 EDU 573 • Dr. Brenda Lycan! Observatio n Checklis Powerpoint/ M ultimedia Pre t Eric Nentrup • Friday, Ma rch 19 Students are sentation - as draw from tex signed to produce a mu Literary Ana ts assigned ltimedia pres lysis & Critic 1. Focus up over on a class of the duration of the unit, entation to be projecte ism from the tex figurative lan and presen d and presen ts guage eleme t a focus up ted before cla nts (i.e. analo on one of the ssma 2. A comp arison of ton gy, metapho following sta tes. It should 3. Compare e and mood r, simile) with rting points: and contras between tw at least 5 dif t the theme o pieces of ferent exam s from 2 dif prose and po ples ferent piece etry s of poetry or prose fro NAME OF ST UDEN 5-7 20+ m this unit. TS MINUTES 10 SLIDES 5 TEXT IMAGES QUOTES AUDIO COMMENTS COMPREHENSION Donna Og (What Do You Students sh the unit alrea K ould come le's KWL S Already Know into ?) trategy (What do you This unit sh W WANT to kno w?) L dy familiar wi ould challen (What have you literary devic th students to ge Students ca LEARNED?) es and how the recognize the m in more to being able to next level in transition fro n demonstra te the ability accessible comprehen m recognizing to to make literature. Th how these lite d literature, an examples in the rar should alrea dy be able ey affect a piece y devices language to d synthesize these eleme classic piece s of 's make use of these devic to mood, or the overall tone, writing by the affect tone, mood, and nts of figura tive me. theme in the Donna Ogle's KWL Strategy on their ow es end of the un ir own n. it. K W L Classically Mo dern: A Tec hnological Ap (What Do You Already Know?) (What do you WANT to know?) (What have you LEARNED?) proach To Bri tish And Wo rld Literature !
  29. 29. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences APPLICATION
  30. 30. Considerations Bloom’s Taxonomy of Learning + Gardner’s Multiple Intelligences APPLICATION

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