ALVERNO COLLEGE

TEACHER CANDIDATES SELF-ASSESSMENT

Candidate: Shawna Hendrix
Supervisor: Carol Dixon
Cooperating Teacher: Rebecca Reagles
School: Asa Clark Middle School
Disability Categories Represented: N/A

Check One: 1st Observation ___

2nd Observation _X__
Date: March 31, 2015
Number of Students: 45-50
Grade: 8th
Subject(s): Language Arts
Diverse Student Needs Represented:
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Uses teaching resources and curriculum materials that are

appropriate in representing the ideas and concepts.
Plans instruction appropriate to students stages of development and
learning styles.
Provides opportunities for active engagement, manipulation and
testing of ideas and materials.
Chooses appropriate teaching strategies, learning experiences, and
materials to achieve different instructional purposes and to meet student
needs.
Plans motivational instruction by relating lessons to students
personal interest.

____Inadequate

____Emerging

_X_Proficient

____Distinctive

Respond to:
How did you determine the appropriate standards and objectives? I
knew I wanted to do another poetry workshop, so I consulted the Common
Core to determine what standards I wanted to hit before planning my
lesson. I decided I wanted to do a two-day poetry workshop, where we first
covered an array of types of figurative language and then had the students
write their own pieces using at least three types. On day two, the students
will be getting into small groups to discuss their poetry and point out the
types of figurative language that was utilized. This lesson applied to
several common core standards and objectives.
How did this lesson fit into the curriculum?
Currently, the students in Mrs. Reagless 8th grade Language Arts class are
working on individual projects (narratives, argument essays, etc.) based on
what they need help on. However, Mrs. Reagles usually teaches a quick
10-minute lesson per day on a particular subject. The students had not
touched much on poetry thus far in the semester, so the lesson on
figurative language was helpful in order for the students to meet the
common core requirements.
Why did you choose the materials? How effective were they?
I knew I wanted to do another poetry workshop because Mrs. Reagles said
that the students didnt work much on poetry. I looked through the
common core standards in order to decide that I wanted to do a lesson on
figurative language. Once Mrs. Reagles knew that it was the lesson I
wanted to teach, she wanted to make the workshop mandatory, knowing
that all students would benefit. I picked a handful of common types of
figurative language, found their definitions and came up with examples for
each. I then found a poem that utilized a couple of types (metaphor and
personification, specifically) so that the students could learn how to identify
it. I also wanted the students to post their poetry to their blogs so that I, as
well as other students, could read them for the day two discussions. I

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

provided a handout that stated the types of figurative language we went

over in the lesson (with examples) at each table so that the students would
be able to reference it when writing their own pieces.

Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

Shows respect for the diverse talents of all learners.

Is committed to the expression and use of democratic values in the
classroom.
Organizes, allocates, and manages the resources of time, space,
activities and attention to engage students in productive tasks.
Respects students as individuals with differing personal and family
background and various skills, talents and interests.

Evidence (Candidate and Student)

____Inadequate

__Emerging

__X__Proficient

____Distinctive

Respond to:
How did you create a positive learning environment?
I tried to create a safe, comfortable learning environment. I tried to appear
laid back and excited to teach the lesson. Aside from smiling and
prompting students for answers, I created a visually appealing PowerPoint
presentation and picked a poem that was lighthearted (referencing
dinosaurs) in order to analyze some figurative language. In my
discussions with individual students who were struggling to write their
pieces, I explained to them that there are no rules in poetry- that anything
goes. I said that I am not an expert and Im trying it out just like they are. I
wrote my poem on the overhead projector from complete scratch, just like
they were, so that they could see that I struggle to write poetry too. This
allowed students to feel more comfortable showing me their writing and
discussing it with me.
How do you feel students felt during the lesson? What is your
evidence?
During the actual lesson, it was hard for me to gauge how every student
felt. However, I noticed that all of the students had their eyes on me the
entire time. There was never a student who was dozing off or not paying
attention, which was wonderful. They seemed to be intrigued. Also, during
the lesson, the students all discussed with the people around them what
they thought the example poem was actually about (the dinosaur was a
metaphor for the steam shovel) and the students were willing to share their
thoughts aloud. After the lesson, the students were instructed to go back
to their base seats to write their poetry and, although I had expected only
some to actually do the work, all of the students had their laptops out and
got started right away. I walked around the class to look at each of their

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

poems as they were writing it and saw that some students really got into it
while others just did the bare minimum. However, the bare minimum was
utilizing at least three types of figurative language in their poem, which was
all I required, so I would deem it a success.
How did you demonstrate respect for, and rapport with the learners?
Luckily, the students were very respectful towards me as I instructed. They
were polite and paid attention throughout the lesson. They then went back
to their base seats and wrote their poetry, as I asked them to do. As
previously stated, it was when I was working with individual students that I
feel I developed the respect and rapport with my learners. I wrote my
poem from scratch so they could all see. They saw me erase lines, stare
at the laptop for minutes on end as I contemplated what to write, and
struggle to complete the piece. I feel that this was very useful in getting
them to understand that just because I taught the lesson, Im not an expert.
I also explained this to some of the students who were shy sharing their
pieces with me. I said that there were no rules to writing this- there were
no limits to how long or short it had to be, if it had to rhyme, what structure
it needed to carry, etc. The only requirement was that they wrote the piece
using three types of figurative language.
How did you actively engage students? Who responded? Who did
not? Why?
I started off the lesson asking who knew what figurative language was.
The classroom got dead silent. I looked around and finally someone gave
me an example for what she thought was figurative language. I then
pointed out how that was an example of figurative language and asked if
anyone else knew any others. Again, silence. So then I asked, Whos
ever heard of a metaphor? And the whole class announced that they
knew what a metaphor was. So I said, Whats the difference between a
metaphor and a simile? A student then raised her hand to explain that a
simile uses like or as to compare. We then began the lesson on
figurative language. After going through the different types, I had a student
read the Steam Shovel poem aloud. I then asked the students if the
poem was really about a dinosaur. They all shouted, NO! So I said,
Great, now turn to the person next to you and talk about what the poem is
really about. After about a minute, I brought the class discussion back
and had some of the students explain what they thought the poem was
really about. Once they explained that it was about a steam shovel and
that the dinosaur was a metaphor for that, I asked them to point out
another form of figurative language. Again, silence. I prompted the
students to take a guess if they didnt know, and at least try. One student
then said it had personification, which was exactly right. I then asked the
class to tell me how they know that the poem really isnt about dinosaurs
and how the poet attached human qualities to the steam shovel and
several students offered examples.
Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Overall, the students seemed very engaged throughout the lesson.

What kinds of responses did you give to students responses?
I said things like, Great! or Exactly! to show the students that they were
on the right track. When I worked with individual students, some of them
would say they werent very good at poetry and I would encourage them to
keep trying and that there was no such thing as good or bad or right or
wrong poetry- that it was a matter of opinion. I told them it was okay if
they were stuck, but to keep working through it. I walked around to each
student and actively tried to encourage each one. I also pointed out
specific pieces in each students poems that I really liked, such as Great
use of a hyperbole there!

Evidence Code Definitions:

Inadequate = Unsatisfactory

Emerging = Needs Improvement

Proficient = Satisfactory

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)

Encourages discussion.
Modifies explanations when necessary to assist students
understanding.
Recognizes the importance of verbal and nonverbal communication.
Is a thoughtful and responsive listener.
Communicates in ways that demonstrate a sensitivity to cultural and
gender differences.
Models appropriate communication strategies in conveying ideas
and information.

Distinctive = Exemplary

Evidence (Candidate and Student)

____Inadequate

____Emerging

_X_Proficient

____Distinctive

Respond to:
How well did your strategies support meeting the lesson
objectives/learning targets?
I think it went well. I believe all of my objectives were met. The students
were able to write a poem using at least three types of figurative language,
which was the overall goal.
What went well? What would you change? Why?
The lesson went really well, as the students were well behaved and
actively engaged. Overall, the students got it, which is the most important
part. They were able to develop their own poems using figurative
language. I would, however, have liked to have slowed down the lesson a
bit to engage the students more. I would have liked to have them offer me
examples for the different types of figurative language instead of just telling
them what each of the types were and telling them the examples. I think it
would have been more important for me to find out what they already know
before I instructed the lesson.
How effective were the leveled questions you used?
I believe they were effective. The main goal was to understand the types
of figurative language, identify it in a poem, and then utilize it themselves.
How did you use the academic language? How well do you think the
students know and understand the academic language? ELL?SPE?

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Cite evidence.
We discussed the figurative language terms by defining them and giving
examples for each. I know the students were able to understand it
because I was able to find the different types of figurative language in their
own poetry. I did not have any ELL or SPE students.

Evidence (Candidate and Student)

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8, 9

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)

Evaluates the effect of class activities on both individuals and the

class as a whole, collecting information through observation of
classroom interactions, questioning, and analysis of student work.
Uses classroom observation and information about students as
sources for evaluating the outcomes of teaching and as a basis for
reflecting on and revising practice.

____Inadequate

____Emerging

_X_Proficient

____Distinctive

Respond to:
How well did your assessment measure students meeting the
objectives?
I walked around the room and read each students poem, so I was able to
assess that they utilized at least three types of figurative language
effectively.
What were your assessment results during and/or after the lesson?
How does this inform you of next learning steps?
During the lesson, the assessment results were pretty good. The class
collectively was able to tell me that the dinosaur in the poem was a
metaphor for the steam shovel, which proved they knew what a metaphor
was. They were also able to point out the use of personification in the
poem. In writing their own pieces, they were all able to incorporate
different types of figurative language into a poem. I believe the students
understand the concept of figurative language after the lesson.
What would you change about your teaching and/or assessment to
better support or extend students performance?
I would have liked to have had the students share their own examples of
the different types of figurative language as a group, so we could discuss
them in that way as opposed to me just telling the students what they were.
However, I believe the lesson went well and the goal was accomplished.

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

Evidence (Candidate)

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Relates professionally and effectively with the cooperating teacher

and faculty.
Dresses professionally and consistently portrays a professional
demeanor.
Is enthusiastic about teaching.
Seeks out the cooperating teacher to support his/her development
as a learner and a teacher.

Overall Performance: ____Inadequate

____Emerging

__X__Proficient

____Inadequate

____Emerging

_X_Proficient

____Distinctive

Respond to:
Describe your contact with the CT in planning this lesson. (e.g. How far
ahead did you contact her/him? Did you suggest a lesson or use one
already in place? If in place, did you discuss or make any modifications?)
I had asked my CT (Rebecca Reagles) if she had anything specific that she had
wanted me to teach for my lesson about two weeks prior to the lesson. She had
suggested that I do another poetry workshop, since many of the students had
expressed an interest in it. After I looked over the common core standards and
decided I wanted to do my lesson on figurative language, she said that she
would like to make it a required workshop, as it was a subject they hadnt
touched much on as a class. Other than that, I created the lesson, the
PowerPoint, and the handout on my own. I emailed all of the materials to my
CT and she taught the lesson throughout the day before I taught mine.
How did you present yourself as a professional to the students?
The students have been aware of who I am simply because Ive been in their
classroom for months. They know that I am a college graduate with an English
degree who is working on getting my teaching license and my Masters.
Therefore, since day one, they have treated me as a professional. They only
refer to me as Ms. Hendrix, they use me as a resource when they need help,
and they value my knowledge and assistance in their writing projects. Since my
last lesson, however, I have developed more of a rapport with the students, as
they are beginning to trust me more. I now have students who come up to me
frequently seeking help with their writing or just to tell me about a new perfume
that they bought. I always dress and conduct myself in a professional manner,
and I believe the students see me as such.
____Distinctive

See below.

On March 31, 2015, I taught a suburban 8th grade Language Arts lesson on figurative language in poetry. I demonstrated the following two of
the Wisconsin Teacher Standards for Licensure and Development: Teachers know the subject they are teaching and Teachers know how to teach.
I had studied the concepts of poetry in order to instruct the lesson. I came up with examples for each of the types of figurative language I was
covering in order to help the students understand the material better. I used a PowerPoint (which served as both a visual and verbal presentation), had
a partnered discussion, gave out a handout to each table, and had the students post their poems to their blogs. I also projected my own poetry while
they wrote theirs so they could see the process of writing. I really wanted the students to see that just because I was teaching the lesson, that didnt
make me an expert poet. For day two of the workshop, I had planned for my cooperating teacher to have the students get into small groups to discuss
their poems and figure out which literary devices they used.
Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Two of the Alverno Graduate Advanced Education Abilities that I demonstrated in my lesson are Conceptualization and Communication.
I was able to demonstrate conceptualization by integrating my knowledge of poetry and Language Arts in order to instruct a lesson on poetry. If it
werent for my background in English, I would not have been able to effectively communicate the figurative language that is used in poetry and
provide examples. When I first asked the class what figurative language was, a student asked if she could give an example of what she thought it
was. She provided an example of a simile, which I was able to tell simply because I know how to spot figurative language. I used communication by
providing a PowerPoint, which was both an oral and visual (written) presentation. In addition, by constructing our own blogs with our own poetry,
we are utilizing a form of media that allows us to read and comment on each others poems. I also think I demonstrated the ability of Diagnosis by
observing the students as they worked. I walked around the room as the students wrote their poems and worked individually with them. I would read
their poetry, ask them where they used the figurative language devices, and tried to get them thinking of even more ways they could use it. In some
cases we talked about what motivated them to write the type of poem that they did as well.
I believe that I successfully demonstrated at least five of the Common Core Standards. Literacy.RL.8.4 and Literacy.RI.8.4 asks that students
be able to determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings. Literacy.L.8.5 asks
that students be able to demonstrate an understanding of figurative language, which I assessed in their individual poems. Literacy.W.8.4 states that
students be able to produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and
audience. Each student was required to write their own poetry using at least three types of figurative language, which accomplished this standard.
And finally, Literacy.W.8.6 states that students be able to use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with others. I required the class to post their poems to
their blogs and on day two of the workshop, the students got into small groups to discuss each others poems in terms of both the meaning and the
types of figurative language they used.
My lesson fit into the curriculum for the term, which is the Lucy Calkins readers workshop framework. I also utilized UBD in my
implementation of the lesson. When deciding what to do my lesson on, I first looked at the Common Core Standards in order to determine what I
wanted the students to learn. I decided I wanted the students to be able to understand and demonstrate the use of figurative language. I then decided
that in order to assess that the students understood figurative language, I would have them each write their own poems, requiring them to use at least
three types. Finally, I planned the lesson. I found the definitions for several types of figurative language and provided examples for each. I also
picked a poem that had two types of figurative language for us all to discuss. Therefore, in planning my lesson, I focused on backward design.

Copyright 2014. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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0210 ED