Assessment Blueprint

Title of Assessment: Analyzing a Shakespearean Sonnet

Timeframe of Assessment: End of unit
Approximate Length of Time to Administer Assessment: Class period (45-55 minutes)
Type of Assessment: Performance Assessment
Notes:
Item Check:
Each item should be aligned to one content expectation or one objective only.
Each item should meet as many quality filters as possible.
For each content expectation there should be at least 3 items to easily gauge
proficiency if Selected Response is the item type.
The three items should range in levels of cognitive demand (Evaluation,
Synthesis, Analysis, Application, Comprehension, and Knowledge) and vary
based on verb(s) content expectation.
Organization Check:
Question difficulty should build throughout the test from lower cognitive demand
to higher level thinking within a GLCE item grouping and across GLCEs.
Each item should be independent of each other on test.
Evenly distribute correct answers throughout the test (approximately) if the test is
multiple choice.
The assessment should have a consistent, clear format Font, Font Size,
Bold/Italicize, etc.
Procedure for Administering the Assessment:
Clear Directions written on assessment
Rules and Protocol have been thought through, established and communicated
to appropriate stakeholders
Testing Environment promotes success and consistency
Clear process for:
Consistent/concise steps for grading ( documented and communicated ahead of
time)
Gathering data from assessment (qualitative/quantitative and
individual/group/class/grade/district)
Communicating data results and grades to students and parents.
Cf. Scoring guide/rubric below
Analyzing a Shakespearean Sonnet Unit Test Blueprint
Item #

CCS

Level of
Cognitive

Answer

Notes/Comments

Adapted from: Offices of Curriculum, Instruction and Assessment Ohio Department of Education,
September 2005

Demand
1

CCSS.ELA-Literacy.RL.1112.2: Determine two or more

central themes of a text and
analyze their development
over course of text

Comprehension

See rubric

Mostly to see if
students
understand the
poem to recognize
themes.

CCSS.ELA-Literacy.RL.1112.4: Determine the meaning

of words and phrases as they
are used in the text, including
literary techniques; analyze
the impact of diction and
language

Analysis

See rubric

Question about
literary devices

CCSS.ELA-Literacy.RL.1112.4: Determine the meaning

of words and phrases as they
are used in the text, including
literary techniques; analyze
the impact of diction and
language

Analysis

See rubric

What are the

effects of the
identified literary
devices?

CCSS.ELA-Literacy.RL.1112.4: Determine the meaning

of words and phrases as they
are used in the text, including
literary techniques; analyze
the impact of diction and
language

Analysis

See rubric

Focus on diction

CCSS.ELA-Literacy.RL.1112.4: Determine the meaning

of words and phrases as they
are used in the text, including
literary techniques; analyze
the impact of diction and
language

Synthesis

See rubric

Synthesis of all
analysis (the four
questions are
scaffolding for the
5th answer)

Adapted from: Offices of Curriculum, Instruction and Assessment Ohio Department of Education,
September 2005

Scoring Rubric for Formative/Summative Assessment (Total of 33 points)

1. What are some of the themes Shakespeare is trying to explore? Identify 3-5 themes. [5
points] (Objective 1 I can recognize the authors motives and intent behind the text):
I want to see three to five different themes (in relation to the text or cultural context)
Possible answers: Time, death, aging, nature under influence of time, cycle of life
3 or more themes: Got It! (5 points)
2 themes: Getting It (3 points)
1 theme: Getting there (1 point)
0 themes: Didnt Get It (0 points)

2. What are the literary devices he uses? Name 3 or more and give examples. [6 points]
(Objective 2 I can break down the authors language and literary devices)
I want to see the names of the literary devices Shakespeare uses and examples (3 or
more) of them from the sonnet.
Possible answers: metaphor, simile, personification, alliteration, rhyme scheme, etc.
3 or more literary devices and examples: Got It! (6 points)
2 literary devices and examples: Getting It (4 points)
1 literary device and example: Getting There (2 points)
1 literary device but no example: On the Way (1 point)
0 literary devices and examples: Didnt Get it (0 points)
*One point for one literary device, and one point for the correct example

3. In a sentence or two, explain how the literary devices you identified above are used
contribute to the meaning of the poem. What effects do the literary devices have? How
do they seem to make the poem express itself better? For each literary device
Adapted from: Offices of Curriculum, Instruction and Assessment Ohio Department of Education,
September 2005

identified above, there should be an explanation. [6 points] (Objective 2 I can break

down the authors language and literary devices)
I want to see an explanation, in a sentence or two, of the literary devices usedwhat
effects does it seem to have, and how does it seem to make the poem express itself
better.
Example of possible answer: Shakespeares use of alliteration when he says past
prime seems to emphasize aging, as the p sounds are powerful yet they are describing
aging and death.
3 or more literary devices identified from above explained: Got It! (6 points)
2 literary devices identified from above explained: Getting It (4 points)
1 literary device identified from above and explained: Getting There (2 points)
1 literary device identified but no example: On the Way (1 point)
0 literary devices identified from above explained: Didnt Get it (0 points)
*One point for one word and two points for explanation

4. What are some interesting words (identify three or more) Shakespeare uses, and how
do the words seem to contribute meaning to the poem? Identify 3 or more words with
explanations. [6 points] (Objective 2 I can break down the authors language and
literary devices)
I want to see three or more words that seem interesting or peculiar; in a sentence or two,
explain why you chose them and what ideas it gives you.
Example of possible answer: The word hideous in line 1 is used to describe night. It
sticks out to me because usually I never hear the word. I think it contributes to the poem
by illustrating how aging, or death can be.
3 or more interesting diction and explanation: Got It! (6 points)
2 interesting diction and explanation: Getting It (4 points)
1 interesting diction and explanation: Making Progress (2 points)
1 interesting diction identified but no explanation: On the Way (1 point)
0 interesting diction and explanation: Didnt Get It (0 points)
*One point for one word and two points for explanation
Adapted from: Offices of Curriculum, Instruction and Assessment Ohio Department of Education,
September 2005

5. In two paragraphs, discuss your final interpretation or conclusion on the sonnet. What is
Shakespeare trying to say? What are you feelings and thoughts? Back up with your
evidence and analysis. [10 points] (Objective 3 I can refine and polish my analysis into
a whole interpretation of the text)
I want to see a 2 paragraph response/reaction to the sonnet. Use identified themes,
literary devices and diction with examples.
Possible answer: The paragraphs should be of paragraph format (complete sentences,
correct grammar); the whole paragraph should have all the answers from questions 1-4
in sentences, with coherency between the sentences. The paragraphs should also quote
some parts of the sonnet, with line and word citations.
Example: Shakespeare explores three different themes, such as time, death, and the
cycle of life. In order to explore the different themes he uses many different literary
devices, three of which are metaphor, personification, and alliteration. He explores time
through a metaphor, which is
In addition, he uses personification to explore time, and the personification isAll the
literary devices contribute to the entire meaning of the poem byShakespeare also
chooses his words carefully. He uses words such aswhich make me think/feel
In two paragraphs (or more, if necessary), an interpretation/conclusion on the sonnet
backed up with themes, literary devices and its examples, an explanation of the literary
devices, and interesting words with explanation that back up the
interpretation/conclusion. Is also logical and argument flows: Got It! (10 points)
In one paragraph, an interpretation/conclusion on the sonnet backed up with use of most
evidence, such as the themes, literary devices and its examples, an explanation of the
literary devices, and interesting words with explanation that back up the
interpretation/conclusion. Kind of understand the logic; argument does not flow really
well: Getting it (8 points)
In one paragraph, an interpretation/conclusion on the sonnet backed up with half of the
evidence, such as the themes, literary devices and its examples, an explanation of the
literary devices, and interesting words with explanation that back up the
interpretation/conclusion. Kind of understand the logic; argument does not flow really
well: Making progress (5 points)
In one paragraph, an interpretation/conclusion with no real evidence: On the way (2
points)
Nothing: Didnt Get It (0 points)

Adapted from: Offices of Curriculum, Instruction and Assessment Ohio Department of Education,
September 2005

Adapted from: Offices of Curriculum, Instruction and Assessment Ohio Department of Education,
September 2005