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**Standard 6: Analysis of Learning Results
**

I.

Whole Class Analysis For the purpose of standard 6, the analysis results will focus on the fifth period class of freshman English students. There are 27 students in this class, after two female students dropped the course and one female student came in as a new student. There are 14 male students and 13 female students. Throughout the course of this month-long unit there were ten recorded tardies and seventeen recorded absences, many of those absences affecting the graded results of the unit. Students completed 22 assignments between October 29th and November 21st. The total number of possible points from this unit is 215. Student point totals are converted into percentages that correlate with a traditional grade system where an “A” equals 90 to 100 percent, a “B” equals 80 to 89 percent, a “C” equals 70 to 79 percent, a “D” equals 60 to 69 percent and an “F” equals 59 percent and below. Students averaged point totals from 30 points at the low end, mostly due to absences, to 210 points at the high end. Student achievement data was mostly consistent with their achievement levels during the rest of the quarter. For example, the student who received the lowest score of 23 points also had a letter grade of F for the mid-term and for the first-quarter final grade. Conversely, the student who performed at the high end also earned an A for the mid-term and first-quarter final grade. The student who performed at the low end is not identified as a Special Education student, while the student at the high end of this grading cycle is, in fact, identified as a Talented and Gifted (TAG) student.

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When this unit began, 8 students earned the letter grade of “A”, three earned a “B”, five earned a “C”, seven earned a “D”, and five earned an “F” in the class. However, letter grades for this unit included eleven students earning the letter grade of “A”, four earned a “B”, four earned a “C”, four earned a “D”, and four earned an “F”. The graphic representation below shows this data:

12 10 8 6 4 2 0 A B C D F R eo and Juliet om Unit Grade Pre-Unit Grade

There is a clear increase in the number of students who earned the letter grades of “A” and “B”, while there is a decrease in students who earned the letter grades of “C”, “D”, and “F”. This post-unit statistical information is encouraging, and shows a classwide improvement in point values. Student achievement information may also be graphically displayed in showing student point results per assignment, as each assignment relates to the following specific learning goals and objectives:

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1.

Learning Goal: Oregon Standard EL.CM.LI.05 During this unit students will analyze interactions between characters in a literary text, in this case “Romeo and Juliet”, (e.g., internal and external conflicts, motivations, relationships, influences) and study how these interactions affect the plot of the play.

2.

Learning Goal: Oregon Standard EL.CM.LI.06 Students will identify themes found in “Romeo and Juliet” and provide support for their interpretations from the text.

3.

Learning Goal: Oregon Standard EL.CM.LI.09 Students will identify various literary devices, including Shakespeare’s use of sonnets, figurative language, imagery, allegory, and symbolism and how each device functions within the play. Students will also evaluate the significance of the devices and explain their appeal.

4.

Learning Goal: Oregon Standard EL.CM.LI.14 Students will identify and describe the function of dialogue, soliloquies, asides, character foils, and stage directions in this piece of dramatic literature.

5.

Learning Goal: Oregon Standard EL.CM.LI.16 Students will analyze the way in which “Romeo and Juliet” is related to the themes and issues of its historical period.

6.

Learning Objective EL.CM.LI.02 Students will demonstrate listening comprehension of more complex literary text through class interpretive discussions.

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7.

Learning Objective EL.CM.LI.19 Students will analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author.

8.

Learning Goal: Oregon Standard EL.CM.SL.01 When analyzing “Romeo and Juliet”, students should present and support a clear thesis statement in an essay and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

9.

Learning Goal: Oregon Standard EL.CM.SL.07 Students will use props, visual aids, graphs, and/or electronic media to enhance the appeal and accuracy of a rehearsed presentation.

10.

Objective: Use of technology

11. Learning Goal: Students should gain an understanding of why Shakespeare remains so prominent in the context of modern society.

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Students were pre-assessed for this unit based on four warm up activities and a KWL chart. Each pre-assessment activity dealt directly with Learning Goals and Objectives 1, 3, 4, 5, and 7. Pre-assessment assignment data for this unit is graphically presented as follows, (based on student point values out of 5 points for each assignment):

5 4 3 2 1 0 0 1 0 20 3 0 WarmUp 4 WarmUp 3 WarmUp 2 WarmUp 1 K Chart WL

As you can see, a majority of students earned 5 out of 5 points on each warm up assignment. Between 5 and 11 students earned a zero on these assignments simply because students were absent and did not complete make-up work as a result of their absence. Students are allowed to turn in late work up until the end of the quarter, so it may be assumed that some of those assignments may be turned in by the end of the quarter, (in mid-January).

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Students were post-assessed for this unit based on three act worksheets, (to be completed while watching a film version of the play). These act worksheets were directly related to Learning Goal 1, or that of being able to identify the plot and how interactions between characters progress the movement of the play. Each act worksheet was worth five points. Student achievement data for these worksheets is graphically represented by the following charts:

5 PointsE rned a 0 PointsE rned a

5 PointsE rned a 0 PointsE rned a

5PointsE rned a 0PointsE rned a

The only students who earned zero points are those who were absent and did not complete the make-up work. Each student who was present in class for these assignments scored 5 out of 5 points, earning 100 percent across the board. Students completed these assignments during their time watching the film as a way to ensure they understood what was happening and which characters were involved in which plot developments.

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Students were also post-assessed on 5 separate homework assignments. Each homework assignment was worth 10 points. Students completed the first homework assignment of creating ten new words, identifying the part of speech for each word, and writing the definition for each word. The second homework assignment asked students to write a modern dialogue translation from part of a scene in Act I. The third homework assignment required students to apply their knowledge of sonnets and iambic pentameter to a worksheet. The fourth homework assignment asked students to write a description of how they would design a scene, as well as draw a representation of their design. Finally, the fifth assignment asked students to create a short story using ten vocabulary words from the play. These homework assignments correspond to learning goals and objectives 1, 3, 4, 5, and 7. The following chart represents the post-assessment results for these assignments:

25 20 15 10 5 0 0 2 4 6 8 10 Points Points Points Points Points Points

N Words ew Assig ent nm Dialog ue Translation S onnet Analysis S cene Desig n Vocabulary S hort S tory

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As is evident in the prior chart, a much higher number of students earned zero points than students who earned ten points on these homework assignments. This is not to say students did not understand the homework. Those students who turned in the homework received an average of eight to ten points on each assignment. No student who turned in any assignment received a zero or even two points. Students who did receive zero points on this assignment did not complete the assignment at all. Homework seems to be a problem with freshman students in other subjects. The majority of students in freshman English classes are capable of earning a B or better; however, many students failed as a result of not doing homework. This chart proves that a majority of students are simply not doing their assigned homework! It is a very frustrating sentiment known to most of the freshman teachers at Benson. A freshman academy has been developed, as well as sophomore through senior academies, as ways for teachers and administrators to work together to identify problems in each class and to then provide solutions for those problems. Students in fifth period freshman English were also assessed through a pair of assignments: the festival analysis worksheet, which served as more of a formative assignment, and a correlating PowerPoint presentation, which served as more of a postassessment tool. The worksheet was worth ten points, and the PowerPoint presentation was worth twenty points. For the festival analysis worksheet, students worked in the computer lab to answer questions about a Shakespeare festival of their choice. Students developed online research skills to first find a festival, and then find all the information for that festival. Next, student took that gathered information and turned it into a

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presentation using PowerPoint. These assignments were directly linked to learning goals and objectives 9 and 10. The following chart graphically displays student score information on these two assignments (whereas the number of points possible is on the x-axis and the number of students who performed at a given level is on the y-axis):

20 18 16 14 12 10 8 6 4 2 0 0 5 10 15 20

W orksheet S tudent S cores PowerPoint S tudent S cores

As the graph shows, there were still a number of students who did not finish their in-class assignments and get them turned in; however, this pair of assignments yielded a much higher return and score rate for students, as compared to the homework assignment return and score rate. Students are more motivated to get their work done in class, and a hands-on assignment like this pair, further demonstrated student interest and motivation when technology is involved.

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Finally, students were post-assessed through the unit test. The test was worth 50 points, or nearly a quarter of the points from this unit. The unit test was directly linked to learning goals and objectives 3, 4, and 7. Students had the opportunity to earn ten points extra credit on their test by turning in a completed worksheet, used on multiple occasions throughout the unit, or by turning in a completed study guide, handed out the period before the test was given. Several students took advantage of at least one extra credit option, and two students took advantage of both, thus increasing scores on this test. The range of student scores is graphically represented as follows:

0 PointsS cored 1-10 Points S cored 11-20 Points S cored 21-30 Points S cored 31-40 Points S cored 41-50 Points S cored 51-60 Points S cored

As this chart shows, the highest percentage groups of scores earned 41-50 points and 31-40 points, or the letter grades of mostly “A’s” and “B’s” on this test. Five students earned a score of zero, but four of those students were absent and will have an opportunity to make up the test if their absences are excused. The score results on this test appear to be a more accurate representation of overall student learning, as there are not outside factors like the lack of turning in homework affecting the scores.

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II.

Subgroup Analysis Much of the current focus at Benson Polytechnic High School is on raising the achievement levels among Black students. Typically, Black students perform at lower levels than their White and Asian peers, the other two races that, when combined, form the majority of the demographic make-up of the school. It is important to understand the learning of this particular subgroup in order to evaluate whether these Black students are performing at a lower level, as is the case with the greater student population of the school. Therefore, this is the subgroup that will be analyzed for the purpose of this Teacher Work Sample. There are eight Black students in fifth period freshman English, four boys and four girls. Before students are analyzed based on particular learning goals, it is important to relate results to first-quarter letter grades which were handed out before the end of this unit. Two students earned an “A”, one student earned a “B”, three students earned a “C”, one student earned a “D”, and one student earned an “F”. One significant learning goal of this unit is to identify various literary devices, including Shakespeare’s use of sonnets, figurative language, imagery, allegory, and symbolism and how each device functions within the play (Learning Goal 3). The preassessment and post-assessment assignments that correlate with this learning goal are the couplet writing exercise and the sonnet translation activity. The first assignment was worth five points, while the latter was worth ten points.

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Scoring information for these two assignments in this subgroup is graphically displayed as follows:

6 5 4 3 2 1 0 0 Points 5 Points 10 Points C ouplet Writing S onnet Trans lation

There are a significant number of students in this subgroup who earned a zero points on both assignments. This is directly linked to unexcused absences. One student who earned zero on both assignments was absent from class on both days and earned a letter grade of “F” for the quarter. The other student who earned zero points on both assignments began the quarter with an “A”, and then had a month of unexcused absences. When this student returned to class, she was asked where she had been and responded simply that “school was boring” and that she “hadn’t felt like coming.” She earned a “D” for the quarter. While there are students whose unexcused absences drastically impacted the overall scores in this unit, there are students who performed at high levels at this subgroup. Six students earned five out of five points on the first assignment, and four students earned eight to ten points on the latter assignment.

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A second learning goal that may be analyzed based on pre and post-assessment results from this subgroup is Learning Goal 1: During this unit students will analyze interactions between characters in a literary text, in this case “Romeo and Juliet”, (e.g., internal and external conflicts, motivations, relationships, influences) and study how these interactions affect the plot of the play. This learning goal may be graphically represented through pre-assessment results from a KWL Chart about Shakespeare and Romeo and Juliet. Students completed the chart on the first day of the unit, (an assignment worth 5 points):

S tudent 8 S tudent 7 S tudent 6 S tudent 5 S tudent 4 S tudent 3 S tudent 2 S tudent 1 0 1 2 3 4 5

Students who earned four or five points on this assignment were in class and filled out their KWL chart appropriately. The reason four other students in this subgroup received zero points on this assignment is simply because they were not in class, and they did not do the make-up work. One student was actually in class but was so apathetic about the work that he did not turn the assignment in.

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This learning goal may also be graphically represented through post-assessment results from the unit test. Student scores are represented as follows:

S tudent 8 S tudent 7 S tudent 6 S tudent 5 S tudent 4 S tudent 3 S tudent 2 S tudent 1 0 1 0 2 0 3 0 4 0 5 0

There is an increase is student scores based on the post-assessment unit test. On the pre-assessment, more than half the students earned zero points, while on this postassessment only one student earned zero points. Part of the difference in scores may be attributed to the fact that the first assignment was worth only five points, and the latter was worth 50 points. Students knew about the point values, and many of them made it a point to study and do well on the unit test. However, it is extremely frustrating to know that students have the potential to earn full points on any given assignment in this unit. Students simply do not come to class, and do not get their absences excused. What is alarming about this is that Benson statistics show freshman had the highest attendance rates in the school in years past. It appears a high percentage of students, even in the freshman class and no matter what race category they fall under, are on a fast track to dropping out of high school.

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III.

Individual Analysis This individual analysis examines two students, a male and a female, who performed at different levels throughout this unit. The first student, a White male who will be further identified as Student 1, earned a letter grade of “D” for the first quarter of school, while the second student, a Black female who will be further identified as Student 2, earned a letter grade of “A” for the first quarter. These students were chosen because neither had an absence during the month-long unit, a factor that is obviously difficult to find, especially in low-level students. It is important to understand the learning of these particular students because more truthful conclusions may be drawn about student learning levels, rather than conclusions about student absences. The first learning goal to be analyzed is Learning Goal 11: Students should gain an understanding of why Shakespeare remains so prominent in the context of modern society. The assignment related to this learning goal is the festival analysis worksheet, an assignment that requires students to conduct online research to answer specific questions about the Shakespeare festival of their choice. Student 1 earned ten out of ten points on the assignment (Appendix A), while Student 2 earned nine out of ten points on the assignment (Appendix A). This assignment shows that even a low-level student can earn a good grade when that student attends class and turns the work in. The second learning goal to be analyzed is Learning Goal 9: Students will use props, visual aids, graphs, and/or electronic media to enhance the appeal and accuracy of a rehearsed presentation. This learning goal goes hand-in-hand with learning objective 10: use of technology. The assignment related to these learning goals is the PowerPoint presentation students created as a result of their Shakespeare festival analysis worksheet.

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For this assignment, students take the information gathered from their worksheet and turn it into a presentation, following a specific rubric. The PowerPoint presentations for both students are included and may be viewed through PowerPoint (Appendix C). Completed rubrics for Students 1 and 2 (Appendix B) show Student 1 earned 18 out of 20 points, while Student 2 earned 19 out of 20 points. Again, this assignment proves that when lowlevel students attend class, they can earn high scores for their work.

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Appendix A Student 1 Worksheet

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Student 2 Worksheet

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Appendix B Student 1 PowerPoint Rubric

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Student 2 PowerPoint Rubric

- Cooperating Teacher Recommendation Letter
- Teacher Resume
- Teacher Cover Letter Resume
- Revised Classroom Management Plan
- End of Class Survey
- Romeo and Juliet
- Student Sample
- Royal Shakespeare Company Sample PPT
- Day 8 Activities
- Day 7 Activities
- Themes and Essay for Romeo and Juliet
- Romeo and Juliet Vocabulary Words
- Romeo and Juliet Plot Pyramid
- Romeo and Juliet
- Shakespeare’s Sonnets
- Day 2 Activities
- Romeo and Juliet Act I Review
- Shakespeare’s Words, New Words and Your Words
- Day 1 Activities 10.20-21
- The Pearl Chapter 2 Summary and Analysis WS 10.13
- The Pearl_Chapter 2 Summary and Analysis
- The Pearl Chapter 1 Activities
- Proverbs, Parables and the 5 P’s_The Pearl 10.7
- Unit 1 Study Guide for Freshman English

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