יום שבת, 30 בנובמבר 2013

מבחן לוג אנגלית ספרות אנגלית בגרות מודל אף Bagrut log f module f literature test exam introduction to poetry

 מבחן לוג אנגלית ספרות אנגלית בגרות מודל אף 
 Bagrut log f module f literature test exam introduction to poetry

Introduction to Poetry - Summative Assessment

Summative Assessment for the poem Introduction to Poetry by Billy Collins.


The Summative Assessment provides the students with the opportunity to demonstrate their knowledge,  
understanding and interpretation of the text, including the specific HOTS studied.  Inclusion of a Summative Assessment for each literary text studied ensures that the student’s grade for the Log is valid and reliable and ensures that students taking the Bagrut exam will be well prepared.
This Summative Assessment was devised assess the learning process of the poem Introduction to Poetry by Billy Collins.  This specific Summative Assessment was written for a class on the five-point level. It was the first literary text that was taught in their literature program. 
Teachers can use the assessment as is or adapt it to suit the level and needs of their classes,  providing they follow the Table of Specifications for the Literature Bagrut exam.
Click here to download the Summative Assessment for the poem Introduction to Poetry.  


Name:_________________________________                       Date:______________________
Summative Assessment:
I.                    LOTS questions: (10 points each)  
  1. The poet uses images {pictures} to tell us how he would like people to read his poetry.
  1. Write two things the poet would like people to do.  ___________________________________        ____________________________________
  2. Write two things the poet would prefer people NOT to do: ____________________________________      ____________________________________
 
 2. "He has been admired for his ability take a serious subject and present it as a playful visual image" Cecilia Phenix about Billy Collins  (http://www.associatedcontent.com/article/255259/bringing_poetry_to_life_billy_collins.html)
a. What is the serious subject that Billy Collins is suggesting we think about?
__________________________________________________________________
b. What are the playful visual images he uses in the poem (quote 4)
__________________________________________________________________
c. Do you think he accomplishes his goal with this poem? (Write 40-50 words and use examples.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

II.                  HOTS question: 20 points 
In order to teach the poem you learnt about the thinking skill of Distinguishing Different Perspectives.
Which perspective do you relate to the most in this poem? The perspective of the "I" in the poem? The perspective of the "They" in the poem? Or some other perspective?  Explain in 40 - 50 words.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
III.                Bridging question 30 points: 
"About Collins, the poet Stephen Dunn has said, 'We seem to always know where we are in a Billy Collins poem, but not necessarily where he is going. I love to arrive with him at his arrivals." (quote from unit bridging task)
"The poem is a little imaginative journey to a destination I cannot foresee, but I recognize it immediately when the poem finds a way to end itself. " (quote from Billy Collins)
 
How do both of these quotes help you understand the poem better?  Explain relating to both quotes.
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Introduction to Poetry
Billy Collins

I ask them to take a poem
and hold it up to the light
like a color slide
or press an ear against its hive.
I say drop a mouse into a poem
and watch him probe his way out,
or walk inside the poem's room
and feel the walls for a light switch.
I want them to waterski
across the surface of a poem
waving at the author's name on the shore.
But all they want to do
is tie the poem to a chair with rope
and torture a confession out of it.
They begin beating it with a hose
to find out what it really means.


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