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

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. 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. Considerations
Bloom’s Taxonomy of Learning

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. Considerations
Bloom’s Taxonomy of Learning

6. Considerations
Bloom’s Taxonomy of Learning
T I M E
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

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. 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. 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. 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. 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. 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. 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. 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. Considerations
Bloom’s Taxonomy of Learning
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
T I M E

16. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
T I M E

17. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
T I M E

18. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
T I M E

19. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
T I M E

20. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
T I M E

21. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
T I M E

22. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
T I M E

23. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
KNOWLEDGE

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. 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. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
COMPREHENSION

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. 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. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
APPLICATION

30. Considerations
Bloom’s Taxonomy of Learning
+ Gardner’s Multiple Intelligences
APPLICATION