Personal Poetry Portfolio

Performance Task
Overview

Materials

Teacher
Subject
Topic/Focus

Ms. Kathol
Grade 4 ELA
Poetry

Students will build a poetry portfolio (Project Portfolio), containing different poetry forms from the
poetry unit (two are to be completed in the next two classes), with corresponding illustrations
(hand drawn or clip art images). Students will reflect on this process of writing and build a poetry
portfolio in their Language Journals. Building of the physical portfolio will take place during the third
class period. Poems will be placed in a duotang for display and reference.

SmartBoard/Projector
Computers/Laptops

Learner Outcomes
General Outcomes
Specific Outcomes
(4) Students will listen,
speak, read, write, view and
represent to enhance the
clarity and artistry of
communication.

(3)Students will listen,

speak, read, write, view and
represent to manage ideas
and information.

(1) Students will listen,

speak, read, write, view and
represent to explore
thoughts, ideas, feelings
and experiences.

(2) Students will listen,

speak, read, write, view and
represent to comprehend
and respond personally and
critically to oral, print and
other media texts.

(4.1)use an increasing variety of words to

express and extend understanding of
concepts related to personal interests and
topics of study

(3.4)share ideas and information from oral,

print and other media texts with familiar
audiences

(1.1)Express preferences

Writing/Colouring Materials
Paper
Duotangs

Assessment Criteria
Students provide evidence of their learning as they

Choose topics based on personal

interests

Participation

Personal preference of poetry type is

expressed in personal reflection.

Poem completion/product
Create illustrations based on topics
Follow poetry forms/styles as
outlined.

(2.3) identify how specific techniques are

used to affect viewer perceptions in media
texts
(2.3)recognize how words and word
combinations, such as word play, repetition
and rhyme, influence or convey meaning
(2.4)select and use visuals that enhance
meaning of oral, print and other media texts

Assessment Portfolio Template

ED 3504 Evaluation of Learning

Student Task Description

Today is an exciting day, you get to become a poet! You will be creating a portfolio of
poetry to showcase you skills as a poet!
To help organize your thoughts and get your creativity flowing use the planning
worksheet provided. Your poetry portfolio should include:
1. Poems
An Acrostic Poem
A Concrete (shape) Poem
Any other poetry completed in our poetry unit this year
2. Formatting
A title page with name
Poems may be handwritten or typed
Illustrations for each poem (may be hand drawn or selected from a clip art
gallery, must be connected to the poems theme)
Place in duotang
Your portfolio may be as creative as you want, but the poems must be completed before
decorating the title page.
This project portfolio will be handed in the morning after the third class.

Assessment Portfolio Template

ED 3504 Evaluation of Learning

* Worksheets will be provided for each poem.

Assessment Portfolio Template

ED 3504 Evaluation of Learning

Assessment Criteria
Level
Criteria

Choose topics based

on personal interests

Participation

Personal preference
of poetry type is
expressed in personal
reflection.

Poem
completion/product

Create illustrations
based on topics

Excellent

Proficient

Adequate

Limited *

Integrates personal
interests
(if evidence of
personal interests is
provided students
receive a grade of 4)

Consistently
participates in group
discussions and
readings

Preferential argument
is supported

All outlined elements of

the poem are
completed/integrated

Illustrations
consistently coincide
with poem topic

n/a

Effectively
participates in
group discussions
and readings

n/a

Occasionally
participates in
group discussions
and readings

n/a

No score is awarded
because there is
insufficient evidence
of student INTERESTS
based on the
requirements of the
assessment task.

Rarely
participates in
group
discussions and
readings

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

Preferential
agreement is
partially supported

Preferential
argument is
simplistically
supported

Preferential
argument is not
supported

Most outlined
elements of the
poem are
completed/
integrated

Some outlined
elements of the
poem are
completed/
integrated

Few outlined
elements of the
poem are
completed/
integrated

Illustrations
effectively coincide
with poem topic

Illustrations
occasionally
coincide with poem
topic

Insufficient /
Blank *

Illustrations
rarely coincide
with poem topic

No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.
No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.
No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.

Assessment Portfolio Template

ED 3504 Evaluation of Learning

Teacher
Subject
Topic/Focus

Lesson Descriptions

Ms. Kathol
Grade 4 ELA
Poetry

Lesson 1: Acrostic Poetry

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
1. (2) Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically
to oral, print and other media texts.
2. (4) Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
Specific Learning Outcomes:
1. (2.3)recognize how words and word combinations, such as word play, repetition and rhyme, influence or convey
meaning
2. (4.1)use an increasing variety of words to express and extend understanding of concepts related to personal
interests and topics of study

LEARNING OBJECTIVES
Students will:
1. Students will discuss elements of poetry
2. Students will create their own acrostic poems

Observations: (formative assessment)

I will observe the students during
discussion to confirm previous
knowledge of poetry (LO#1)

ASSESSMENTS
Key Questions:
1. Do all poems have to rhyme? (LO#1)
2. What kinds of topics are suited for this type of poem? (LO#2),
3. What did you learn today? (LO#1), (LO#2)

Written/Performance Assessments:
Creative writing product (poem) (LO#2) (paper copy)
Description of Class Focus:
Ask students about poem characteristics. Key Question #1, name types of poems. (LO#1) (formative assessment)
Show example of acrostic poem and ask if it is a poem. Why or why not? Key Question #2 (formative assessment)
Have students create their acrostic poem on the interactive website (use their name): (LO#2)
http://www.readwritethink.org/files/resources/interactives/acrostic/ (demonstrate how to use the website before)
When finished, have students print off their acrostic poem and add illustration (LO#2)

Lesson 2: Concrete Poetry

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Assessment Portfolio Template

ED 3504 Evaluation of Learning

General Learning Outcomes:

1. (2) Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically
to oral, print and other media texts.
2. (3.4)share ideas and information from oral, print and other media texts with familiar audiences
3. (4) Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
Specific Learning Outcomes:
1. (2.3) identify how specific techniques are used to affect viewer perceptions in media texts
2. (2.3)recognize how words and word combinations, such as word play, repetition and rhyme, influence or convey
meaning
3. (2.4)select and use visuals that enhance meaning of oral, print and other media texts
4. (4.1)use an increasing variety of words to express and extend understanding of concepts related to personal
interests and topics of study

LEARNING OBJECTIVES
Students will:
1. Students will discuss elements of poetry
2. Students will explain what a concrete poem is
3. Students will create their own concrete poems

ASSESSMENTS
Observations: (formative assessment)
I will observe the students during
discussion to confirm previous
knowledge of poetry (LO#1)

Key Questions:
1. Do all poems have to rhyme? (LO#1)
2. What kinds of topics are suited for this type of poem? (LO#2),
3. What did you learn today? (LO#1), (LO#2), (LO#3)

Written/Performance Assessments:
Creative writing product(poem) (LO#3)
Description of Class Focus:
Ask students to list characteristics of poetry from last class. (LO#1) Key Question #1(formative assessment)
Show example of concrete poem, have students list characteristics and then explain how to write a concrete poem
(LO#2) Key Question #2
Provide a number of topics through class brainstorming for students to write on. Key Question #2 (formative
assessment)
Have students individually write and decorate their concrete poems (LO#3)

Assessment Portfolio Template

ED 3504 Evaluation of Learning

Lesson 3: Building the Portfolio

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
1. (1) Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
2. (2) Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically
to oral, print and other media texts.
3. (3)Students will listen, speak, read, write, view and represent to manage ideas and information
Specific Learning Outcomes:
1. (1.1)Express preferences
2. (2.3)recognize how words and word combinations, such as word play, repetition and rhyme, influence or convey
meaning
3. (2.4)select and use visuals that enhance meaning of oral, print and other media texts
4. (3.4)share ideas and information from oral, print and other media texts with familiar audiences

LEARNING OBJECTIVES
Students will:
1. Students will discuss elements of poetry
2. Students will express their personal preferences towards poetry in journal reflection
3. Students will construct a personal poetry portfolio
4. Students will share their portfolio in a small group setting
5. Students will reflect on their personal preferences based on poetry

ASSESSMENTS
Observations: (formative assessment)
I will observe students as they
discuss elements of other poetry
(LO#1)
I will observe students as they
share their completed work (in
small groups or pairs) (LO#4)
I will listen as students discuss
differences and techniques used
by classmates (LO#4)

Key Questions:
1. What are some elements of poetry that span across all types of
poems (if any)?(LO#1)
2. What are some different elements between poems? (Lo#1) (LO#4)
3. What differences did you notice between your own work and those
you shared with? (LO#4)

Written/Performance Assessments:
Completed Portfolio (LO#3)
Individual journal response on poetry characteristic and their favourite type of poem.(LO#1), (LO#2), (LO#3),
(LO#5) (formative assessment)
Description of Class Focus:
Students will create a portfolio based on poetry created in class. Complete with drawings/illustrations
(LO#1) (LO#3)
Student will share their completed portfolios in small groups. Key Question #3 (LO#4) (formative
assessment)
Students will complete a journal reflection based on their experience writing poetry. Key Question #1, Key
Question #2 (LO#1) (LO#2) (LO#5) (formative assessment)

Assessment Portfolio Template

ED 3504 Evaluation of Learning

Defense Paper
This course has taught me a number of different things about assessment in the classroom. I think the
two main things that I have found the most valuable so far are: The difference between formative and
summative assessments, and the importance of rubrics. Though all elements of this assessment course
are important and should be considered in any lesson or evaluation, I have decided to focus on these
two elements in this assignment.
Formative assessment is an important practice in the classroom as it assesses for learning. During a
lesson, formative assessment provides valuable information to both students and teachers about
progress, understanding, and previous knowledge. This information can be used for student feedback as
well as guidance for lesson and teaching styles. This type of assessment can be planned prior to the
lesson, such as the observations and key questions (in the lessons above such as the poetry planning
worksheet), or can be developed if other teaching opportunities arise during a lesson (unplanned, such
as additional key questions). Formative assessment can take many different forms in a classroom; from a
worksheet, to group discussions, to student reflections or even exit slips. Each type of formative
assessment is used to provide a specific type of information; progress, appropriate teaching style, etc. In
my poetry lessons, I incorporated a number of different formative assessment techniques throughout
the lessons. This would enable me to assess previous knowledge of the students (key questions about
poetry), as well as assess the students throughout the lessons as the students work on their poems and
share their ideas and techniques (observations). Other formative assessments I included were: the pre
planning worksheet and group sharing of poems. In my assessment portfolio lesson, I included a variety
of formative assessment techniques, but included only one summative assessment. The overall portfolio
project encompasses the elements of a summative assessment. It still checks for students understanding
but is intended to assess of learning; unlike the formative assessments. The grading of the portfolio,
based on the rubric, would then be used in evaluation processes, such as report cards and final unit
grades. Both Davis and Chappuis et al., stressed the importance of including many formative assessment
opportunities for the students before assessing them in a summative format. In short, in my poetry
portfolio, I structured the lessons to have a number of formative assessment opportunities that
eventually built up to the summative assessment. This would allow students to learn and apply the skills
before being assessed on their learning.
The second element that I found particularly interesting and valuable was the concepts of rubrics.
Chappuis et al. describes a rubric as the criteria for evaluating quality of a reasoning process, a
performance, or a product (pg.226). Before this course I had never really taken rubrics into account as a
true means of assessment, I saw them more as guidelines for professors rather than a useful resource
for all parties involved. If I were to actually use this portfolio project in a classroom setting, I would
present this rubric to the students and explain how they can use this as a resource/guideline for
developing their poetry portfolio. In order to do this, I would go over the terminology used in the rubric
and adjust it based on students understanding and class level. In this portfolio I used an analytic rubric
over a holistic rubric because this format allowed for more categories to be assessed separately. For
example, one section in my rubric outlines the integration of personal interests into the project. It would
be unfair to assess this in any other way then simply included (full marks) or not included (incomplete).
The scale used for other learning objectives being assessed did not fit this scale and so the analytic
format had to be used. I think that rubrics are an important part of assessment (if designed properly and
Assessment Portfolio Template
ED 3504 Evaluation of Learning

effectively) not only because they can act as a resource for students while they work, but it also aids the
teacher, administration and parents in understanding what level a student is at. Rubrics, again if
designed properly, provide teachers with a sense of consistency in their marking that help guard against
certain biases. Rubrics can also be used to track student achievement. The poetry portfolio would be
made up of a number of poems created throughout the unit, each poem would be collected and
formally assessed using the rubric above (excluding the participation and reflection categories), then
handed back to students so that they can evaluate their own progress before completing another poem.
Each recording would allow both the teachers and parents to recognize a students strengths and
weaknesses when it comes time for summative assessment.
As I mentioned before, there are many aspects of assessment though I only choose to focus on a couple.
Each type of assessment has its place in the classroom, and no form is perfect. A teacher must interpret
what methods work for their classroom, students, content, and themselves in order to make the
evaluation process as seamless as possible.

Assessment Portfolio Template

ED 3504 Evaluation of Learning