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Mid-Unit 3 Assessment:

Revising a Poem for Word Choice and Punctuation

(For Teacher Reference)

This assessment centers on CCSS ELA W.4.5, L.4.3a, L.4.3b, L.4.3c. Students revise their poems to choose words and phrases to convey ideas precisely and to choose punctuation for effect. They then complete a revisions form to show what they have revised and the rationale for the choice they have made.

CCSS Addressed:

• W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

• L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

A. Choose words and phrases to convey ideas precisely.

B. Choose punctuation for effect.

C. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Mid-Unit 3 Assessment:

Revising a Poem for Word Choice and Punctuation, Part I

Name: ____________________________________ Date: ___________________

Part I:

Directions: During the first half of the unit, you drafted a poem. For this assessment, you will revise some of the words, phrases, and punctuation in your poem to make it more effective. (W.4.5, L.4.3)

REMEMBER: An effective poem:

0. Uses words and phrases to convey ideas, images, and feelings precisely

0. Uses punctuation for effect

Now, begin revising your poem. Manage your time carefully so that you can:

1. Read the draft of your poem.

2. Consider the punctuation you have used and how it will affect the reader’s understanding of the poem. Then revise the punctuation to strengthen the message or emotion in your poem.

3. Consider the words and phrases you have used and how they will affect the reader. Then revise some words and phrases to create strong images or emotions for the reader.

Highlight the changes you made in yellow. Then carefully recopy your poem onto lined paper.

Mid-Unit 3 Assessment:

Revising a Poem for Word Choice and Punctuation, Part II

Name: ____________________________________ Date: ___________________

Part II:

Once you have revised your poem and written the final draft, use this form to explain what you changed and why: (W.4.5, L.4.3)

Word and Phrase Choice:

|I changed … |to … |

| | |

|How does this convey meaning or emotion more precisely? |

|I changed … |to … |

| | |

|How does this convey meaning or emotion more precisely? |

Punctuation for Effect:

|I added or changed punctuation in this line … |What effect will this have on the reader? |

| | |

| | |

Did you write your poem in formal or informal English? Why?

Formal Informal

| |

| |

| |

| |

| |

Mid-Unit 3 Assessment:

Revising a Poem for Word Choice and Punctuation, Part I

(For Teacher Reference)

Part I:

Directions: During the first half of the unit, you drafted a poem. For this assessment, you will revise some of the words, phrases, and punctuation in your poem to make it more effective. (W.4.5, L.4.3)

REMEMBER: An effective poem:

0. Uses words and phrases to convey ideas, images, and feelings precisely

0. Uses punctuation for effect

Now, begin revising your poem. Manage your time carefully so that you can:

1. Read the draft of your poem.

2. Consider the punctuation you have used and how it will affect the reader’s understanding of the poem. Then revise the punctuation to strengthen the message or emotion in your poem.

3. Consider the words and phrases you have used and how they will affect the reader. Then revise some words and phrases to create strong images or emotions for the reader.

Highlight the changes you made in yellow. Then carefully recopy your poem onto lined paper.

Answers will vary. See Part II for sample revisions.

Mid-Unit 3 Assessment:

Revising a Poem for Word Choice and Punctuation, Part II

(For Teacher Reference)

Part II:

Once you have revised your poem and written the final draft, use this form to explain what you changed and why. (W.4.5, L.4.3)

Answers will vary. Sample responses below.

Word and Phrase Choice:

|I changed … |to … |

|A little white dog |A tiny white mop of fur |

|How does this convey meaning or emotion more precisely? |

|It shows the reader how scraggly her coat is. |

|I changed … |to … |

|her tail wags |her whole body wiggles and wags |

|How does this convey meaning or emotion more precisely? |

|It helps the reader understand how happy she is to see me. |

Punctuation for Effect:

|I added or changed punctuation in this line … |What effect will this have on the reader? |

|I’m home! |It shows the reader how happy I feel. |

|Wiggle, wiggle, waggle! |The commas make you read the line more slowly, so you can |

| |feel the rhythm of her tail! |

Did you write your poem in formal or informal English? Why?

Formal Informal

My poem is about my dog, who is funny and scraggly, not fancy or formal.

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Language Arts Curriculum

MODULE LESSONS

Grade 4: Module 1: Unit 3

Poetry, Poets, and Becoming

Writers—Mid-Unit Assessment

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