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M5U4A1 Awoods Pre-assessment and Differentiation English Grades 9-10 /…
M5U4A1 Awoods
Pre-assessment and Differentiation
English Grades 9-10 / Nature Poetry
PRE-ASSESSMENT -
Annotater/Scavenger Hunt
Students individually read and listen to a reading of Lord Alfred Tennyson’s “The Eagle” and have a limited time to attach parts of speech and poetic device labels to specific words/phrases in the poem...
...Followed by a quick response to the question, "What does the eagle symbolise?"
The 5 students who answered most, including the most difficult, of the pre-assessment questions correctly:
Pre-read the poems using “deconstructed” poems
Practise reading poems aloud, discussing tone and finding poetic devices
Mini research and jigsaw discussion on hawks/tigers in nature, connecting these ideas to the poems themselves
Lit circles discussing...
Who is the speaker in each poem and what is their tone?
How does the poet characterise the hawk/tiger?
How does the poet characterise the rest of nature?
What do the predators in each poem help us understand about their creators/nature?
What is similar/different about how each poet explores nature/predators?
The 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills:
Divide the poem up into single images, annotating how they feel about the subject of each of those images.
Join with other pairs to share what they annotating and discuss how/why they feel the way they do and how each image may look in person.
Jigsaw activity in which students explore the definitions and examples of specific poetic terms on www.literarydevices.net , create their own examples of each, and then share their examples and definitions with other pairs.
Annotate their copies of the poem with these poetic devices.
Lit circles discussing...
How they feel about the eagle, the sea, the eagle’s kingdom
What kind of people might be similar to the eagle
What we can learn from the experiences of the eagle, especially about society/power/growing old etc.
The 5 students who appear to have limited knowledge about the topic:
of which 3 are struggling with language and are at different reading levels
Practise using context clues to determine the meaning of words they don’t know. They conjecture possible meanings of each word, then check and record the dictionary definitions of each word using English learner’s dictionaries (e.g. OAL) or L2 dictionaries.
Rewrite the poem in their own words using simpler language.
Divide the poem up into single images, storyboarding the poem using a template and writing the part of the line they will focus on (using both the original and their own simpler language) as a caption beneath each storyboard panel.
In each storyboard panel, discuss, draw, and colour only what is mentioned in the poem, representing exactly what is stated according to the language of the poem (e.g. the eagle’s “crooked hands” should be drawn as human hands, panels should only be coloured if a specific colour is mentioned in the poem etc.)
Use www.visuwords.com to explore the connotations of specific word choices in the poem.
Share storyboards with each other, discuss, and rank how accurately they reflect the language of the poem.
Jigsaw activity in which students explore the definitions and examples of specific poetic terms (e.g. personification) on the Youtube channel “The Bazillions”, create their own examples of each, and then share their examples and definitions with other pairs.
Annotate their copies of the poem and storyboards with these poetic devices.
Discuss and prepare responses to the following questions:
and 2 students who have little to no comprehension of the the topic and need to be tested further for special needs
Online research into eagles in nature using video resources/games
Same steps as above but each step will be accompanied by checks for understanding.
Steps must also be modified to address SEN - e.g. speech-to-text electronic tools for physical disabilities, using online image searches instead of drawing, braille and text-to-speech tools for visual disabilities, audio recordings of the poem for dyslexic students etc.
If students show difficulties in grasping concepts or making progress, they may be referred to specialists in order to ascertain their specific cognitive needs/challenges.