Correct

Answer:
1B
2A
3B
4B
5C
6 B/C
7C
8B
9C
10 A
11 A
12 B
13 C
14 A
15 C
16 A
17 C
18 A
#
right
5
6
7
8
9
10
11
12
13
14
15

# who chose A
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# of
students
|

%
score
27%

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39%
44%
50%
56%
61%
67%
72%

83%

# who chose B

# who chose C

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Question
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18

Purpose
authors purpose
inference
word definition based on
context
repetition example
mood
speaker
cross text comparison:
speaker
image
theme
inference
repetition definition
free verse definition
metaphor definition
verse definition
irony definition
simile definition
rhythm definition
rhyme scheme definition

# right/#who
tried
11/20
15/20
7/20

% right
55%
75%
35%

17/20
19/19
18/20
6/19

85%
100%
90%
32%

18/20
13/20
9/19
16/19
11/19
13/19
2/19
8/19
15/20
6/20
8/19

90%
65%
47%
84%
58%
68%
11%
42%
75%
30%
28%

By analyzing the pre-test, I was able to decide which concepts

my lessons would need to focus on, and which concepts my students
already understood. It became clear that my students were already
able to define and find examples of repetition, as well as identify the
mood of the poem, the speaker of a poem, and the images in a poem.
They needed more instruction on making inferences from poems,
identifying themes, and distinguishing between metaphors and similes,
as less than 80% of students got those questions correct. The biggest
issues seemed to be with figuring out the authors purpose, defining
words in context, comparing across poems, making and defining
academic vocabulary having to do with poetry.
Of course, I knew I had to be careful about making assumptions
based off of one question on each topic. Making inferences was the
only concept that was assessed twice, and the percent of students who
answered correctly on the two inference questions varied by 28%. One
question cant accurately show whether students fully understand a
concept or not, and Id rather err on the side of furthering my students
knowledge than skipping over a skill I think they have based on their
answer to one question.
I also gauged my students knowledge by asking them what they
knew about poetry. They couldnt really seem to articulate a definition,

and in speaking with them it became clear that they werent familiar
with different types of poetry, and they thought that all poems rhymed.
In light of this, I realized it would have been useful to start by
introducing the students to different types of poetry, so I created a
lesson to do just that.