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You and the person you are coaching will follow your assessment plan to create the

assessment and implement the plan.

Your submission to the Assignment Submission Upload must include the following 7

1. Client Information
Client Name: Valerie Conner
Client Place of Employment: Bay Springs Middle School
Client Email Address:
ID Number -- 663048
2. The Actual Assessment Include what will be given to the students or participants to
implement the assessment. You must include clear directions so the students or
participants will know what to do.

The Plan

1. Upon entering the classroom, direct the students to sit with their elbow partner, the
one with whom they previously completed other assigned tasks with this unit. Project
the seating chart on the Promethean board to aid them with this.
2. Once students are seated, instruct each one to use their Chromebook to login to
Google Classroom and proceed to the narrative writing assignment at the top of the page.
3. Next, show the Narrative Writing PowToon to the class on the Promethean board
pausing it to discuss key components of their task. Remind the students that they may
use their earbuds to view the video again on their own via the link posted with the
assignment in the Google Classroom.
4. Remind students who need a punctuation review to observe the BrainPop video titled
"Dialogue" located under the links list on the About tab of the Google Classroom to
ensure proper use quotation marks.
5. Next, direct the students to open the link to Narrative Writing Prompts posted in
Google Classroom as you open it on the Promethean board. They will be limited to
prompts 1-81 because they focus on narrative and are less likely to become expository
6. Finally, allow the students time to read through the writing prompts, and select one
with their elbow partner.
7. Once they have reached an agreement, have the elbow partner seated on the left side
of the table create a Google Doc under the Enhancing Narrative Writing assignment in
Google Classroom. This partner must share the document with the elbow partner seated
to their right. Instructions for sharing an editable document are printed in the notes
section underneath the assignment in Google Classroom.
8. Remind students to use the standard heading at the top of the document to identify
themselves. Also, they must copy and paste the narrative writing topic they selected at
the top of the page and below their names.
9. Now students will collaborate via their shared Google Doc to design and create a
narrative that satisfies the rubric linked to the assignment.
10. Once the students have completed their narrative, instruct them to evaluate their
work using the rubric and to include their concerns in the comments section.
(Created on the Google Classroom Wall)

WRITING ASSIGNMENT 1 / 5: Narrative Writing

You and your elbow partner have read a series of short stories and noted the methods of
indirect characterization used to develop the personalities of the characters. Youre your
partner, select a writing prompt from the list on the Narrative Writing Prompts link. Pay
special attention to dialogue as a method to develop the people in your own story. Keep
in mind that writing is more interesting to the reader when you include figurative
language, a means of creating a relatable experience for your audience. Using verbals
adds emphasis to sections of your writing, so be sure to add gerunds, participles, or
infinitives occasionally. Also, maintain a logical progression of events. Generate a
shared Google Doc from the assignment in Google Classroom to compose your
narrative, and then submit it by the deadline. Be sure to complete the self-assessment
rubric with your elbow partner and submit it with your assignment.

24. Think about an event in your life that seemed bad, but turned out to be good. Tell the story of the
event that you experienced and help your readers understand how an event that seemed negative
turned out to have valuable consequences.

Conflict: Driving down a dark, city street on a freezing cold night, my headlights hit the
awkwardly shaped figures of about a dozen or more people wielding shovels and pitchforks
standing in the road.

Event 1: A small, gray figure lay lumpily in the middle of the road surrounded by an array of
smaller gray lumps, scattered and trembling in the frosty air.

Event 2: A wild-eyed man with a rusty shovel moves hastily towards my 280Z.

Event 3: Uncertain of what was going on, but fearing for the life in the middle of the dimly lit
street, I flew from my car and raged toward the mob and the man with the big, white eyes.

Conclusion: (Flashforward) I took home an orphaned family of baby possums in a styrofoam

minnow bucket and raised them to be released into the wild two months later
Focus Standards ELAGSE8W3: Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from
one time frame or setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases (verbals), relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
ELAGSE8W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Standards ELAGSE8RI4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
ELAGSE8L1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
ELAGSE8L2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
ELAGSE8L5: Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings
ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over
the course of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
ELAGSE8W9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
a. Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of
fiction draws on themes, patterns of events, or character types from myths, traditional
stories, or religious works such as the Bible, including describing how the material is
rendered new).

National Standards Standard 1: Creativity and Innovation-students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
b. Create original works as a means of personal or group expression
Standard 2: Communication and collaborationStudents use digital media nd
environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
d. Contribute to project teams to produce original works or solve problems.
3. The Measurement Tool (e.g., the Rubric you created for your Assessment Plan)

Student Teacher Narrative Expectations Point Value

Dialogue with appropriate punctuation 1

At least 3 types of figurative language 3

At least 3 paragraphs 1

Utilizes verbals (gerunds, infinitives, 3

and participles)

Told from ______ Point of view 1

Follows a logical sequence 1


Student Concerns:

Teacher Commentary:

4. One Example of Student/Participant Submission with Teacher Feedback and

5. Report of Your Findings

Explain what worked well or did not work well with the assessment

Some students struggled to agree on a writing topic, while others chose a topic and one
student did most of the writing. Although these seemed like tremendous setbacks to the
plan, we overheard a lot of discussion among the partners about how their stories
should progress and what characters should or should not say to one another.

Were the students/participants able to complete the work as directed or did they
need clarification on anything?
VERBALS, VERBALS, VERBALSwe had to guide several teams through the revision
process multiple times so we could get verbals into their writing. It provided us with
opportunities to review gerunds, participles and infinitives while reinforcing the need for
revision during the writing process. Ultimately, one pairing made a small poster for quick
reference (and extra credit) to help others. It seemed to help lessen the number of
students asking for explanation about verbals.

Did you get the types of responses or performances you expected?

We were surprised and happy to see more use of dialogue in the stories having not
experienced it in previous writings at the beginning of the year. The thought put into the
development of the stories and the open discussion between partners exceeded
expectations as well. Many of the stories surpassed the three paragraph minimum.

What should be done to improve the assessment the next time it is implemented?
We will narrow the writing topic selection for sure. The website link was terrificfor a
teacher, but overwhelming for many of the special needs students and some of the
regular education students. Perhaps we will create a Google Doc with the top ten most
popular topic selections.

6. Report of Impact on Student Learning

After the assessment has been implemented, conduct an analysis of the data.
First provide an analysis for the whole group of students. Create a table or graph or
another pictorial display that shows the information.
Next provide an analysis for subgroups of students. For example, you may
analyze data for males and females. Refer to the description of learners provided
in your Assessment Plan. You should analyze data according to the
characteristics you described. For example, if 15% of the students are Speakers
of Other Languages, you should prepare an analysis for that subgroup of
students. Provide descriptive statistics such as means or percentages. Write a
brief narrative to explain the interpretation of the data for (a) the whole group and
(b) the subgroups.

The class roster had 25 students ranging in writing skill levels from average to below
average. Males made up 44% of the population and scored on average 5% points
lower than the females who averaged 56% of the population and scored an average of
86.43% on the assignment. Caucasian (44% of the pop.) and African American (28% of
the pop.) students averaged scores of 82.73% and 81.43% respectively. ELL students
(28% of the pop.) averaged a score much higher at 90%--demonstrating that writing
skills are not indicative of speaking skills. Students with special needs received support
services (mostly redirection and encouragement in the form of questions about
themselves that could be transformed into their characters) and scored an average of
80% overall. ELL students excelled in the use of figurative language despite the low
overall score in that area. White, SE, males struggled more with figurative language,
dialogue, and maintaining a logical sequence. Deficits in the use of verbals were
consistent with all categories although the overall 84% of the students grasped the use
of verbals. Students were not paired based on race or sex. Pairs were developed
based on behavior compatibility.

7. Future Instructional Plans

Work with the person you are coaching to review the data analysis and
interpretation. Ask the person you are coaching what should be planned for
future instruction. Then write a brief report of the future instructional plans. The
following question must be answered as a part of the report. What should be
done to revise instruction based on areas where students/participants did not
perform well?

Another series of mini lessons on verbals, the lowest scoring category on the
rubric, should take place just prior to the writing task; and visual aids should
be created and placed around the classroom as part of those mini lessons.
Future student pairings should take into consideration placing higher skilled
students with lower skilled students to aid in developing a community
understanding of the project goals. Also, consider reducing the number of
writing prompts on the list into a condensed list of the student favorites.