Student 1. SB 2. JC 3. DC 4. RD (high) 5. BE (average) 6. JG (low) 7. MH 8. MJ 9. CL 10. AL 11. KL 12. HL 13. CM 14. BM 15. GM 16. BP 17. RP 18. JR 19.

RjS 20. JS 21. RS 22. JW 23. LW 24. TW MEAN MEDIAN MODE

Pre-

Mid5 4 4 5 3 3 4 5 5 5 5 3 5 5 5 5 4 4 n/a 5 4 5 5 n/a 4.5 5 5

Post5 5 0 5 3 0 3 4 3 4 5 5 5 3 5 5 5 1 n/a 5 5 5 5 4 3.9 5 5

Mid-Assessment There are five examples of haikus given, and students must determine if it is a haiku by circling yes or no; if no, then explain why. If explanations are wrong, students will lose points. 5- Answers 5 correctly. 4- Answers 4 correctly. 3- Answers 3 correctly. 2- Answers 2 correctly. 1- Answers 1 correctly. 0- Answers 0 correctly.

n/a (informal)

Post-AssessmentEach part of the exit slip counts as 1 point: label the number of syllables (1), explain why the example is a haiku (1), Create own haiku-line 1 has 5 syllables (1), line 2 has 7 syllables (1), and line 3 has 5 syllables. 5- Completes 5 out of 5 parts of the exit slip correctly: Label the syllables, explain why it is a haiku, create a haiku with the correct amount of syllables in each line. 4- Completes 4 out of 5 parts correctly and thoroughly. 3- Completes 3 out of 5 parts correctly and thoroughly. 2- Completes 2 out of 5 parts correctly and thoroughly. 1- Completes 1 out of 5 parts correctly and thoroughly. 0- Completes 0 out of 5 parts correctly and thoroughly.

With the assessments, I had mixed feelings on the outcomes. The midassessment was individual practice, with some guidance. We had just discussed the criteria for haiku, so I had high expectations that only about half of the students met. The post-assessment was about the same as the mid-assessment. The postassessment was an exit slip, in which students were to use their knowledge of the criteria of haikus, and then create their own haiku about their favorite season. First of all, many of the students did not follow directions; they did not write about the topic I gave them, but instead, one they chose. Besides that, the main issue of the post-assessment was the knowledge of syllables. Many of the students struggled with counting syllables, which is the main part of writing and identifying a haiku. I showed them a clapping technique to help identify the number of syllables. On the mid-assessment, 13 out of 22 students scored a 5, which was the highest possible grade. 6 out of 22 students scored a 4, and 3 out of 22 scored a 3. On the post-assessment, 13 out of 23 students scored a 5; 3 out of 23 students scored a 4; 4 out of 23 students scored a 3; 0 out of 23 scored a 2; 1 out of 23 scored a 1; 2 out of 23 scored a 0. One student was not present during the lesson, so she was not included in the calculations for the mid-assessment; she did complete the post-assessment, though, after I explained haikus to her briefly. Therefore, she was included in the post-assessment calculations. She made 4 out of 5 on the post-assessment, which showed that she understood the concept, and quickly grasped it. Overall, I was not happy with the outcome of the assessments of the lesson. I feel like the main issue was syllables; the students did not understand syllables as much as they needed to in order to write a haiku. The pie charts below show the percentages of the students grades for the pre-assessment and post-assessment.

Pre-Assessment
3 students 1 students
Grade = 5 Grade = 4 Grade = 3 Grade = 2 Grade = 1 Grade = 0

Post-Assessment
2 students 13 students
Grade = 5 Grade = 4 Grade = 3 Grade = 2 Grade = 1 Grade = 0

4 students 6 students 13 students 3 students

I chose three individual students to analyze their learning during this lesson. I chose a high performing student, student #4; an average performing student, student #5; and a low performing student, student #6. Student #4, the high performing student, is an extremely hard-working student in GATAS (gifted and talented), who always puts forth 100% effort and interest in everything. In both the mid-assessment and post-assessment, student #4 got the highest possible points: 5 on the mid-assessment and 5 on the postassessment. He is an all-around good student; he displays many desirable qualities and is a wonderful role model for his peers. He is always an active participant in class. Student #5 is an average performing student. She scored a 3 on the midassessment; her explanations were not thorough or correct. She also scored a 3, on the post-assessment. Her explanation for the haiku example was not relevant to the criteria of a haiku. Also, the haiku she created was only partially correct; her first and last lines had 5 syllables, which is correct, but her middle line only had 5 syllables, which is supposed to have 7.

Student #6 is a low performing student. She is an ESOL student, which I think impacts her learning greatly. On the mid-assessment, he scored a 3, because she could not correctly count the syllables of the words in each line. I think this is partially because of her poor English skills. On the post-assessment, Student #6 scored a 0, which is the lowest possible grade. First of all, she did not finish the post-assessment, and she was able to take it home and complete for homework. She counted the syllables for the example at the top of the exit slip, and counted lines 1 and 2 correctly, but line 3 incorrectly. When she created her own haiku, she only wrote line 1, which contained 7 syllables. After continuously working with student #6, I have seen that the language barrier is the main reason for her struggles, academically. If I were the full-time teacher, I would pull her aside and work one-on-one with her as much as possible. A copy each of these students work is attached.