TEACH-NOW MODULE 5 UNIT 1 ACTIVITY 1

• Identify three formative assessments that are appropriate for the grade level and subject you are or will be teaching. For example, write an exit ticket for a lesson you will be teaching your students during your clinical practice.

I will be working as a Secondary English teacher starting June at an international school in Yangon, Myanmar called International Language Business Center (ILBC). I was able to meet the respective department heads and chair of English department and received the Student Textbook and the Teacher’s Guide from the school library to prepare for classes in the mean time. I would be using the chapter on Features of Gothic Stories in order to complete this assignment. The three formative assessments I have chosen for this assignment are opening exercises, 3-2-1 countdown exercise, and exit questions. For this Chapter 3, Section 1 Exercise, we would have to be looking at literary devices such as “wild and remote places” (setting), “graveyards, tombs and corpses”(motifs), mysterious and frightening creatures, people or ghosts (characterization) And so for the opening exercise, I would ask the students to think of Gothic stories and/or films they have encountered, and apply these literary devices to these stories and films (Activity 1 of the textbook). And for the second formative assessment, I would be using the 3-2-1 countdown exercise where the students would write about 3 things they didn’t they didn’t know about the nature of Gothic literature and pertaining literary devices, 2 things that surprised them, and 1 thing they could be applying with what they have learned. And for the exit question/essay, I would have them, I would have them read through a passage of a piece of literature (Frankenstein or Edgar Allan Poe’s poem) and apply some of the literary devices they have been studying to understand and analyze the passage/poem as a whole.

Write a description of what you are trying to find out from giving each assessment and how you will determine if students understand the material. Make sure you include the grade and subject area and the corresponding literacy skills assessed. The description should also answer the following questions:

1. “How will you use the results of this assessment to plan future instruction?”
2. “How will you modify the assessment to meet the needs of English language learners and special education learners?” You can assume at least one ELL student and one student with special needs in the classroom.

I am trying to test their understanding of literary devices and how they could be applying these devices in order to better understand pieces of Gothic literature for secondary students. I would use the results of this assessment to assess whether they require additional coverage of the literary devices and/or the genre of gothic literature, and see what are the places where students are struggling with in terms of their understanding of various literary devices, or their ability to apply the literary devices to the given Gothic piece of literature. After assessing what the repeated question or room for growth would be, I would design handouts/class lecture on topics that would require additional information and explication.

If there are English language learners and Special education learners who might require additional information or explication of the given material, I would try to individually consult with them and answer any questions that might arise in the process. I might try to encourage use of dictionary for the English language learners to find words that might be confusing or difficult for them in the given passage, and for the special education learner, depending on their specific needs, I would try to cater to their needs on an individual basis.

• Use an assessment tool such as Kahoot or Edpuzzle to demonstrate at least one of the three identified assessments.

I would use Kahoot to make questions for various Gothic literature and writers that the students might be familiar with. And so for each question, I would have either photos of the relevant writers or books and try to test their general understanding and familiarity with the given literary genre.