UNIVERSITY OF PUERTO RICO AT HUMACAO ENGLISH DEPARTMENT

TEACHER WORK SAMPLE

Juan Ponce de Len Bilingual School Humacao, P.R. Cooperating Teacher: Mr. Harry Bonkosky

Eliezer Morales Ruiz Student Number: 442-08-4107 EDPE 4006 /Secc. 001 Dr. Anbal Muoz Claudio

Table of Contents

I. II. III. IV. V. VI. VII.

Contextual Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4 Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-8 Assessment Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-15 Design for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-20 Instructional Decision-Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21-22 Analysis of Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23-27 Reflection and Self-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27-29

I. Contextual Factors: Community, District and School Factors: The Juan Ponce de Len Bilingual Junior High School is located in the city of Humacao. The school is assigned to the Educational Region of Humacao, and the School District is Las Piedras. Although its a very small school, the school has a diverse population that comes from the cities that surround the city of Humacao. The cities or places of origin of the students are Naguabo, Humacao, Yabucoa, Las Piedras, and Gurabo. The school has earned a good name in the region, so is not a surprise to have a student population from different cities of the area. The Juan Ponce de Len building wasnt meant to be a school when it was built. It is an historic building that once was a Prison and at other times a Hospital. So today, the school has some buildings that were added to the center, since the first time the Juan Ponce de Len building was named a school. This makes the placement of the school very odd for many reasons. The school is the middle of the city of Humacao, which makes the access a little difficult. Its surrounded by the community park, the Juan Pea Reyes Music School and some old residences. The school has only one security guard and it has a hidden free access to the community park where there will never be security in that entrance because its location. Classroom Factors: The only downfall that my classroom has is that is the second floor of the old building and there are no elevators in the building or ramps. Every time we have a student that cant go up the stairs because some physical limitation, the teacher has to move to another classroom in the main floor to offer the class. This is a downfall because the teacher has to move from his classroom environment where he has access to every resource or instructional materials that are

particular to the English classroom. Overall the classroom is well decorated and has good ventilation. We have faced some problems with the electricity lately, due to the construction of the school basketball court and years of the building. The students behave well in the classroom and most of the time. The only rule we have to remember to the male students is to put their shirts into their pants. The students are usually 50 minutes in the classroom, and if there is a special schedule in the school, they will be 40 to 30 minutes in the classroom. Students Characteristics: My students age range is 14 to 15 years old, with the total of 11 male students and 14 female students. Taking this in consideration, my lesson plans should be prepared with topics of both genders interests. I dont have any Special Education students, so I dont have to offer any special accommodations in my class. Overall, as obtained from de Group Profile, my students have good academic grades and very well language proficiency. They enjoy different sports, but most of them seem to agree on basketball and then volleyball. Although they dont seem the very athletic type of students, they still have their preferences regarding to this topic. Also a few students are into gymnastics. An integration of sports in class could be considered. Also in other hobbies, some students like to play videogames, horseback riding, dance, and drawing. They have a lot of great expectations regardless to the English class. As the active students they are, they expect the class to be fun as well as challenging in order to improve their language skills. They are expecting to do some reading and also succeed in class with good grades. Instructional implications: Some factors that can influence the planning and assessment process is that I have been noticing some grouping patterns and a lot of cooperative learning that sometimes can result in

cheating. Although they seem to be the perfect group of students, sometimes I have noticed some laziness and sneaky patterns from them. That is something to not be very proud off and that I need to watch out in order to bring out the best and not worst from them. II. Learning Goals: Based on the assessment data I have obtained from my 9-5 group, I have set the following four learning goals listed below. These learning goals will guide the planning, delivery and assessment of the Poetry unit. The purpose is to define what I expect students to know and be able to do at the end of the unit. My four learning goals are full aligned with the National Goals set in the English Content Standards and Grade Level Expectations for the Ninth grade from the Deparment of Education of Puerto Rico. The students will work in a Poetry Unit focused in the following standards: R.9.6 Uses elements of poetry and plays to analyze, interpret, and identify genre, imagery, and figurative language. / W.9.4 Uses figurative language; writes different styles of poems. The main goal or purpose is to develop the students level to identify, define, analyze, recall, distinguish, classify, create and design. I will also work with other English Content Standards and Grade Level Expectations for the Ninth grade listed below, as part of this Poetry Unit listed below. Learning Goal #1: The students will discuss and identify different elements of poetry like stanza, verse, rhyme scheme, consonance and assonance. Learning Goal #2:

The students will discuss and identify different types of figurative language like metaphor, simile, personification, alliteration, onomatopoeia and hyperbole. Learning Goal #3: The students will discuss and identify different styles of poems like Haiku, Couplet, Lyric, Ballad, Limerick, Cinquain, Diamante, Epic and Concrete Poem. Learning Goal #4: The students will be able to write a variety of poems applying their structure and figurative language. English Content Standards and Grade Level Expectations for the Ninth Grade: These are the English Content Standards and Grade Level Expectations for the Ninth Grade that I will use in the Poetry Unit. They are the foundation of my lesson plans and learning goals for my students. READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. R.9.1 Analyzes the text, establishes purpose, states authors purpose, and distinguishes between text features. R.9.6 Uses elements of poetry and plays to analyze, interpret, and identify genre, imagery, and figurative language.

WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age appropriate expressive vocabulary. W.9.1 Uses transitional words, phrases, and clauses to connect ideas when constructing complex sentences. W.9.2 Distinguishes appropriate and incorrect grammar structure; applies a variety of syntactic styles to write. W.9.4 Uses figurative language; writes different styles of poems. LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. The student: L/S.9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text. L/S.9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex sentences and statements to explain, describe, support, and discuss information; answers and formulates closed and open-ended questions.

L/S.9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations.

III. Assessment Plan:

National Standards Learning Goals Assessments Format of Assessment Adaptations

R.9.1 Analyzes the text, establishes purpose, states authors purpose, and distinguishes between text features. R.9.6 Uses elements of poetry and plays to analyze, interpret, and identify genre, imagery, and figurative language. L/S.9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text. L/S.9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex sentences and statements to explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. L/S.9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations.

Learning Goal 1: The students will discuss and identify different elements of poetry like stanza, verse, rhyme scheme, consonance and assonance.

Pre- Assessment: Class discussions Pre-test

Pre-test on the Repeat the instructions, elements of Poetry and as needed. different types of figurative language. Discuss orally with the students the elements of poetry identified in each poem example. Repeat the instructions, as needed. Test on poetry elements, types of figurative language and styles of poems.

Formative Assessment: Hand outs and exercises

The students will identify the poetry elements in the poem examples given.

Post- Assessment: Test

R.9.1 Analyzes the text, establishes purpose, states authors purpose, and distinguishes between text features. R.9.6 Uses elements of poetry and plays to analyze, interpret, and identify genre, imagery, and figurative language. L/S.9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text. L/S.9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex sentences and statements to explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. L/S.9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations.

Learning Goal 2: The students will discuss and identify different types of figurative language like metaphor, simile, personification, alliteration, onomatopoeia and hyperbole.

Pre- Assessment: Class discussions Pre-test

Pre-test on the elements of Poetry and different types of figurative language.

Repeat the instructions, as needed. Walk across the classroom to clarify doubts. Discuss orally with the students the elements of poetry identified in each poem example. Repeat the instructions, as needed.

Formative Assessment:
Hand outs and exercises

The students will identify different types of figurative language in the poem examples given. Test on poetry elements, types of figurative language and styles of poems.

Post- Assessment Poetry Test

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R.9.1 Analyzes the text, establishes purpose, states authors purpose, and distinguishes between text features. R.9.6 Uses elements of poetry and plays to analyze, interpret, and identify genre, imagery, and figurative language. L/S.9.1 Listens and responds to a read aloud from a variety of fiction and nonfiction to analyze character development and setting, to determine tone, voice, and mood, and to make connections to the text. L/S.9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex sentences and statements to explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. L/S.9.3 Uses appropriate language structures to problem solve, explain a process, and express opinions integrating comparison and contrast statements; analyzes presentations.

Learning Goal 3: The students will discuss and identify different styles of poems like Haiku, Couplet, Lyric, Ballad, Limerick, Cinquain, Diamante, Epic and Concrete Poem.

Pre- Assessment: Class discussions Pre-test

Power Point Presentation about the different styles of poems.

Provide several examples of each poem style. Repeat definitions and components of each poem style. Repeat the instructions, as needed.

Formative Assessment:
Hand outs and exercises

The students will discuss and identify different styles of poems in the poem examples given. Test on poetry elements, types of figurative language and styles of poems.

Post-Assessment: Poetry Test

Evaluation of poetry book based on the guidelines of the rubric. Repeat the instructions, as needed.

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R.9.6 Uses elements of poetry and plays to analyze, interpret, and identify genre, imagery, and figurative language. W.9.4 Uses figurative language; writes different styles of poems.

Learning Goal #4: Pre- Assessment: The students will be Class discussions able to write a variety of poems applying their structure and figurative language. Formative Assessment:
Hand outs and exercises

Power Point Presentation about the different styles of poems.

Provide several examples of each poem style. Repeat definitions and components of each poem style.

The students will write Repeat the instructions, different styles of as needed. poems using their creativity in the classroom. Evaluation of poetry book based on the guidelines of the rubric. Repeat the instructions, as needed.

Post- Assessment: Poetry book

The students will turn in a poetry book made from a compilation of the poems they wrote in the classroom. The students will follow the guidelines of a rubric to hand their poetry books. Test on poetry elements, types of figurative language and styles of poems.

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(Figure 3.0: Assessment Plan) The purpose of this assessment plan is to gather evidence of students progress and learning of this unit. Some learning goals were joined in some assessments in order to link the concepts and elements that involve the analysis of a poem. I this process, the students will be able to identify the language used by writers and poet in their writings. Also they will develop their analysis skills in order to understand when we read, talk and write there are some expressions that dont have a literary meaning and that there could be a message beyond words.

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Department of Education of Puerto Rico Juan Ponce de Len Bilingual School Value: points______ English 9 grade: Mr. Bonkosky / Mr. Morales Name: ______________________________________________ Group: ______________________________________________ Date: _______________________________________________ Poetry Elements Pre-Test Hold fast to dreams I. Match the literary terms below with their definitions. For if dreams die (1) 1. Personification ________ A. a comparison between non-human and human. 2. Alliteration ________ B. a comparison between two things that does not use the words like or as. 3. Metaphor ________ C. a comparison between things using like or as. 4. Simile ________ D. a repetition of a consonant sound at the beginning of two or more words. ____________________________________________________________________ 5. Onomatopoeia ________ E. An exaggeration to make a point. 6. Hyperbole ________ F. The repetition of the ending sounds of words. 7. Rhyme ________ G. vivid description of things seen, heard, smelled, touched, or tasted. 8. Imagery _________ H. a word that sounds like what it means II. Match the literary terms to the examples. 9. Rhyme ________ 10. Alliteration _________ 11. Hyperbole ________ 12. Metaphor ________ A. Warm winds whipped through the willows B. His heart pounded a drum in his chest. C. Natures first green is gold, Her hardest hue to hold. D. My mom will murder me if I use all of her cell phone minutes again! IV. Are there any others (rhyme, alliteration, onomatopoeia, metaphor, personification, hyperbole, imagery, refrain) that were not underlined on the poem? Circle them and write the element of poetry you found. Life is a broken-winged bird That cannot fly. 2._________________________ 1. ________________________ III. Read this poem. Then, there is three different poetry elements examples underlined (rhyme, alliteration, onomatopoeia, simile, metaphor, personification, hyperbole, imagery, refrain), label them in the space next to the poem. Dreams by Langston Hughes

Hold fast to dreams (2) For when dreams go Life is a barren field (3) Frozen with snow

3._________________________

____________________________________________________________________ 13. Personification ________ 14. Imagery ________ 15. Simile ________ 16. Onomatopoeia ________ E. The sweet perfume of the rose filled the air. F. She ran like the wind. G. Shadows hold their breath H. Her book landed in the puddle with a plop.

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Name: _______________________________ Group: _______________________________ Kind of Poem and/ or Criteria Haiku Excellent (6-5 pts)

Department of Education of Puerto Rico Juan Ponce de Len Bilingual School Poetry Book Rubric Good (4-3pts)

English 9 grade: Mr. Bonkosky / Mr. Morales Total: _______________________________ Comments

Needs Improvement (2-1pts)

Epic

Ballad

Lyric

Diamante

Concrete

Cinquain

Couplet

Limerick

End rhyme poem of choice Overall Look Presentation

Follows the pattern (syllables) and characteristics (nature). Use of poetic devices. Perfect grammar and spelling. Follows the pattern and characteristics. Use of poetic devices. Perfect grammar and spelling. Follows the pattern and characteristics. Use of poetic devices. Perfect grammar and spelling. Follows the pattern and characteristics. Use of poetic devices. Perfect grammar and spelling. Follows the pattern and characteristics. Use of poetic devices. Perfect grammar and spelling. Follows the pattern and characteristics. Use of poetic devices. Perfect grammar and spelling. Follows the pattern and characteristics. Use of poetic devices. Perfect grammar and spelling. Follows the pattern and characteristics. Use of poetic devices. Perfect grammar and spelling. Follows the pattern and characteristics. Use of poetic devices. Perfect grammar and spelling. Follows the pattern and characteristics. Use of poetic devices. Perfect grammar and spelling. Clean, Neat, Organized, Creative Dedication, index, name, group, cover pages

Most patterns and characteristics are followed. Some poetic devices are used. Minor grammar and spelling errors. Most patterns and characteristics are followed. Some poetic devices are used. Minor grammar and spelling errors. Most patterns and characteristics are followed. Some poetic devices are used. Minor grammar and spelling errors. Most patterns and characteristics are followed. Some poetic devices are used. Minor grammar and spelling errors. Most patterns and characteristics are followed. Some poetic devices are used. Minor grammar and spelling errors. Most patterns and characteristics are followed. Some poetic devices are used. Minor grammar and spelling errors. Most patterns and characteristics are followed. Some poetic devices are used. Minor grammar and spelling errors. Most patterns and characteristics are followed. Some poetic devices are used. Minor grammar and spelling errors. Most patterns and characteristics are followed. Some poetic devices are used. Minor grammar and spelling errors. Most patterns and characteristics are followed. Some poetic devices are used. Minor grammar and spelling errors. Mostly Clean, Neat, Organized, Creative Few parts missing.

Few patterns and or characteristics are followed. Few to non poetic devices are used. A variety of grammar and spelling errors are presented Few patterns and or characteristics are followed. Few to non poetic devices are used. A variety of grammar and spelling errors are presented Few patterns and or characteristics are followed. Few to non poetic devices are used. A variety of grammar and spelling errors are presented Few patterns and or characteristics are followed. Few to non poetic devices are used. A variety of grammar and spelling errors are presented Few patterns and or characteristics are followed. Few to non poetic devices are used. A variety of grammar and spelling errors are presented Few patterns and or characteristics are followed. Few to non poetic devices are used. A variety of grammar and spelling errors are presented Few patterns and or characteristics are followed. Few to non poetic devices are used. A variety of grammar and spelling errors are presented Few patterns and or characteristics are followed. Few to non poetic devices are used. A variety of grammar and spelling errors are presented Few patterns and or characteristics are followed. Few to non poetic devices are used. A variety of grammar and spelling errors are presented Few patterns and or characteristics are followed. Few to non poetic devices are used. A variety of grammar and spelling errors are presented Somewhat Clean, Neat, Organized, Creative Many parts missing.

TOTAL: 72 pts

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IV. Design for Instruction: Results of pre-assessment (test): The design for instruction is based on a pre-assessment. As a pre-assessment, my students took an Elements of Poetry Pre-test. The students had to match literary terms with their definitions and examples. Also they had to read the poem Dreams by Langston Hughes and identify the poetry elements in it, fallowing the instructions given. The total value of the Pre-test is 25 points. Poetry Pre test Results: Score results from the total value: 25 points 0 - 15 15 15 - 20 20 20 - 25 (Figure 4.0: Poetry Pre test Results) From the results of the Pre test, the group could be divided in sub groups form the high score to the lowest score. This tells me that I have a few students that are more knowledgeable about the topic, while I have another few that is the opposite. But actually most of the students are in the range from 15 to 20, from the total value of 25; which I think are great results for a Pre test. That tells me that most of my students are very knowledgeable about the topic of Poetry, but they still need to review and practice some concepts. To be more specific, most of them were able to match literary terms with their definitions and examples, but when it comes to identify them in a poem, they were not able to perform the task well. Number of students: 5 4 4 4 5

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Thematic Unit Overview:

Day Day 1 Learning Goal #1 - The students will discuss and identify different elements of poetry like stanza, verse, rhyme scheme, consonance and assonance. Day 2 #1 - The students will discuss and identify different elements of poetry like stanza, verse, rhyme scheme, consonance and assonance. Day 3-6 #1 - The students will discuss and identify different elements of poetry like stanza, verse, rhyme scheme, consonance and assonance. #2 - The students will discuss and identify different types of figurative language like metaphor, simile, personification, alliteration, onomatopoeia and hyperbole. #3 - The students will discuss and identify different styles of poems like Haiku, Couplet, Lyric, Ballad, Limerick, Cinquain, Diamante, Epic and Concrete Poem. The students will be able to write a variety of poems applying their structure and figurative language. Day 7-9 #3 - The students will discuss and identify different styles of poems like Haiku, Couplet, Lyric, Ballad, Limerick, Cinquain, Diamante, Epic and Concrete Poem. The students will be able to write a variety of poems applying their structure and figurative language. Day 10 #1 - The students will discuss and identify different elements of poetry like stanza, verse, rhyme scheme, consonance and assonance. #2 - The students will discuss and identify different types of figurative language like metaphor, simile, personification, alliteration, onomatopoeia and hyperbole. Day 11#1 - The students will discuss and identify different elements of The students will read the poem Casey at the Bat and will identify the The students will read the poem From Beowulf and will identify the elements of Poetry and figurative language in it. The students will write their own different styles of poems. They will voluntarily share their poems in front of the class and/or their favorite song, because the songs have lyrics and a lyric is also a poem. Presentation of Poetry elements, Figurative language and Styles of Poetry. Activities Acrostic with the word Poetry that will serve as a review for terms related to Poetry. Poetry Pre-test and Introduction of Presentation of Poetry elements.

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poetry like stanza, verse, rhyme scheme, consonance and assonance. #2 - The students will discuss and identify different types of figurative language like metaphor, simile, personification, alliteration, onomatopoeia and hyperbole.

elements of Poetry and figurative language in it.

Day 14

#1 - The students will discuss and identify different elements of poetry like stanza, verse, rhyme scheme, consonance and assonance. #2 - The students will discuss and identify different types of figurative language like metaphor, simile, personification, alliteration, onomatopoeia and hyperbole. #3 - The students will discuss and identify different styles of poems like Haiku, Couplet, Lyric, Ballad, Limerick, Cinquain, Diamante, Epic and Concrete Poem. The students will be able to write a variety of poems applying their structure and figurative language.

The students will review all the material discussed in the Poetry Unit in a debate for the Poetry Test.

Day 15

#1 - The students will discuss and identify different elements of poetry like stanza, verse, rhyme scheme, consonance and assonance. #2 - The students will discuss and identify different types of figurative language like metaphor, simile, personification, alliteration, onomatopoeia and hyperbole. #3 - The students will discuss and identify different styles of poems like Haiku, Couplet, Lyric, Ballad, Limerick, Cinquain, Diamante, Epic and Concrete Poem. The students will be able to write a variety of poems applying their structure and figurative language.

Poetry Test.

(Figure 4.1: Thematic Unit Overview)

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Activities: The Poetry Unit gave me the opportunity to use different kinds of activities and a variety of instructional strategies/techniques that help reach the learning goals for this unit. One of my instructional goals (#1) was for the students to discuss and identify different elements of poetry like stanza, verse, rhyme scheme, consonance and assonance. Based on my Group profile I knew that a lot of them liked to listen to music. So, I assigned them as homework to bring their favorite song to the classroom. By using the meaningful learning approach, I knew this activity was going to be fun for them. Also, based on the information gathered in Group profile, I knew that some of them are singers, musicians and members of the Juan Pea Reyes Humacao Music School right next to the school. The first poem they saw to identify stanza, verse, rhyme scheme, consonance and assonance in a poem was a song I brought to class. So the day they brought the song, some of them found the lyrics on the internet from a computer or their own cell phones, which I think it was a great use of their tech resources. This activity was with the purpose to show them that the lyrics of the songs are also poems. They were going to identify the rhyme scheme, verses and stanzas in their songs. Also another activity that I did was the Poetry Book. This activity was focused or based on the instructional goal #3 and the standard of writing for the ninth grade W.9.4 (See part II. Learning Goals, p.5). This was a great month for this activity, for the fact that February is known to be the month of love. Because teenagers are very emotional about love, I was hoping they use their inspiration in that topic to write poems. The students made the book only with paper and handwritten. I measured that they follow the instructions for the pattern and characteristics of each type of poem. Also, I assessed the overall look and presentation, correct use of poetic devices, grammar and spelling.

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Another that wrap it all the Poetry concepts together, was the debate as a review for the Poetry test. This activity included all the learning goals and didnt require a lot of materials. Since the pre-assessment test, the students were indentifying figurative language and on the debate for example, they had to orally identify the figurative language from excerpts given from the poems we discussed and read in class. The students were very competitive and demonstrated interest in participation. Technology: The use of technology was present trough the entire unit; Beginning with listening to a song as an introduction to the topic Poetry. Then I use a Power Point Presentation to project and explain the different elements of Poetry, figurative language and styles of poems. The students had an assignment to bring their favorite song to the classroom and some of them found the lyrics of the songs on the internet from a computer or their own cell phones, which I think it was a great use of their tech resources. Also, I use a Power Point Presentation to project background information of the epic poem From Beowulf. The students also watched a cartoon video about the poem Casey at the Bat. The use of the projector and the computer, allowed me to use visual representations for the discussions that made the class more visually interesting. Integration of four core dispositions: All the core dispositions were covered throughout the Poetry Unit. For example, we embraced diversity by reading different kinds of poems from different authors. The students used their creativity by writing their own poems. Also, they were leaders when they decided to share with others in front of the classroom their favorite songs and poems. Then, social transformation was attained when we discussed the epic poem From Beowulf and mock epic poem Casey at

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the Bat. With these poems we discussed the characteristics of a hero and what is a hero in the cultures and societies from the poems. V. Instructional Decision Making: Throughout this Poetry Unit I was able to achieve the assessment plans that I had for this unit, but I needed to make some arrangements. While I was planning my assessment plan, I thought that the students should had first focus on reading poetry examples and analyzed them in order to later write their own poems. But later I decided to change that order completely. Happens that reading poems and analyzing them was a skill they already had developed throughout their previews grades, but the styles of poems was something totally new for them. I was thinking that they were familiar with the styles of poems, but happens that they didnt. I discovered this in the formative assessment phase, as I received their feedback from the Power Point Presentation of the Poetry unit. My decision in the assessment plan was then to first give a complete review of the poetry elements and figurative language and then focus on the styles of poetry. By giving them the chance to produce their own poems, they were creating their own instructional materials. Then after that, they could use their own poems and other examples given as poem selections to analyze the poetry elements and the figurative language. For me, thats what meaningful learning is all about and in my teaching philosophy for language acquisition one of the best approaches. This way I was going to accomplish the learning goal #3: The students will discuss and identify different styles of poems like Haiku, Couplet, Lyric, Ballad, Limerick, Cinquain, Diamante, Epic and Concrete Poem. The students will be able to write a variety of poems applying their structure and figurative language.

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The Poetry unit began with a Poetry Pre-test. After that, I offered a presentation about the poetry elements, figurative language and styles of poems. Then the students quickly began to write their own poems. It was an ongoing process, by having a poem example given and then writing their own. The students had to show their works to the teacher for revising and approving. They did this approximately for a week with to poems by day. They were going to receive the final evaluation of their work after collecting all their poems and handed on the due date. This process was very challenging for a few students, but most of them completed their work each day. When they didnt finish their poems in the classroom, they have as an assignment or homework for the next day. For example, one day as I showed them the examples of the Cinquian and Diamante poems they were going to work on, they seem lost and not clear about the work they were going to do, so I had to re-teach and change the plan completely. The students were supposed to have the material of discussion in their notebooks, as I had revised on their notebooks in the previews days. Although they had the material in their notebooks and we were recalling it, they didnt seem to get the task given. They were supposed to write the Cinquian and Diamante poems for that day, but they didnt know how to start. So, we ponder a list of ideas and words related to the word love and another list for the word friendship as a motivational activity. The purpose of the activity was to gather information about a topic to later write Cinquian and Diamante poem examples. I choose the words love and friendship since we were in the month of love, February. By doing this activity, also I was becoming a poetry writer like them and I was going to the process they were going and were ask for. Then, having the examples of the Cinquian and Diamante poems, I explained the decisions I made in my poetry writing. I followed the instructions for writing the Cinquian and Diamante poem. After all doubts were clear, they had

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the assignment of writing the poems for that day as homework. So, I had to change the closing activity and spend more in the procedure I had for the developmental activities of the lesson plan. But I think it was worth it and I was going to continue on the task of pursuing the learning goals. VI. Analysis of Student Learning: Whole class: Table of Pre-assessment and Post-assessment on Learning Goals: Student Pre-assessment (Poetry: Pre-Test) (Value: 25pts.) Learning Goals #1 and #2 (Value: 25 pts.) Post-assessment (Poetry: Test) (Value: 58 pts.) Learning Goals #1 and #2(Parts I, II, IV. / Value: 48 pts.) 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 22 15 15 11 0 21 15 20 22 23 20 19 40 34 40 36 6 43 17 39 43 42 40 38 10 7 9 7 0 10 4 10 10 10 10 10 70 64 52 63 58 62 53 64 63 70 58 66 Learning Goal #3 (Part III. / Value: 10 pts.) Post-assessment (Poetry Book) (Value: 72 pts.) Learning Goal #4 (Value:72 pts.)

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13) 14) 15) 16) 17) 18) 19) 20) 21) 22) 23) 24) 25)

21 15 16 8 4 0 14 16 0 0 10 20 17

39 34 39 18 34 5 31 36 8 35 35 44 43

10 10 10 6 8 4 10 10 2 10 8 7 10

65 70 70 59 61 58 49 70 65 70 62 70 68

(Figure 6.0: Poetry Pre- and Post Assessments Results)

Poetry Pre test and Post test Student Progress Results

100 90 80 70

Percentage

60 50 40 30 20 10 0 Poetry Pre-Test Poetry Post-Test

(Figure 6.1: Poetry Pre test and Post test Student Progress Results)

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From the graphic above, Figure 6.1: Poetry Pre test and Post test Student Progress Results, we can see a students group representation on the progress of learning, based on the data we gathered from the table Figure 6.0: Poetry Pre- and Post Assessments Results. As you can see, many students were knowable about the topic and were able to keep their performance level throughout the unit. Only a few were not able to increase their performance level, but the graphic shows the majority met the learning goals. So, at the end we can say that the teacher candidate was able to successfully accomplish the goals and objectives for the Poetry unit. Subgroups: The subgroup chosen is made up by ten students based on their performance level on the Learning goal #2. These students are five high performers vs. five low performers based on the results we gathered from the Pre-test assessment. Below, you are going to see the graphics that evidence if these students improve or not their performance level in the Post-test assessment.

High Performance Students

100 90 80 70 60 50 40 30 20 10 0 Student 1 Student 2 Student 3 Student 4 Student 5

Percentage

Poetry Pre-Test Poetry Post-Test

(Figure 6.2: Poetry Pre test and Post test High Performance Students Results)

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Low Performance Students

100 90 80 70 60 50 40 30 20 10 0 Student 1 Student 2 Student 3 Student 4 Student 5

Percentage

Poetry Pre-Test Poetry Post-Test

(Figure 6.3: Poetry Pre test and Post test Low Performance Students Results) From the results of the graphics below, Figure 6.2: Poetry Pre test and Post test High Performance Students Results and Figure 6.3: Poetry Pre test and Post test Low Performance Students Results, we can see clear evidence of the students learning throughout the unit. Especially from the low performers, although they didnt reached the performance level of the high performer, their improvement is significantly considerable. Individuals: From the Figure 6.2: Poetry Pre test and Post test High Performance Students Results the student #4 is a female, while from Figure 6.3: Poetry Pre test and Post test Low Performance Students Results the student #3 is a male. Both students behave very well in the classroom and followed instructions from the teacher. The student #3 seemed confused when he answered the Pre-test, while student #4 was able to answer every part and almost got a perfect.

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Later, both students clarified their doubts throughout the unit, with the teacher and classmates. They could trust their classmates because most of them were very knowledgeable about the topic, as you see in the results of Figure 6.1: Poetry Pre test and Post test Student Progress Results and most of them are high performance students. So at the end of the unit, both students were able to perform very well in the Post-test assessment. It is very important to understand the learning of these two students, because there are many things that can affect the students learning process. When both of them took the Poetry Pre-test, both of them had different outcomes. But when they took the Poetry Post-test, both of them performed very well. That means that the students were able to acquire learning in the classroom, from the lessons being thought and master the learning goals.

VII. Analysis of Student Learning: Throughout the Poetry unit, my students were able to master the learning goal #2. My students were able to discuss and identify different types of figurative language like metaphor, simile, personification, alliteration, onomatopoeia and hyperbole in different kinds of poems. I think one of the possible reasons to master this goal or skill was because is a topic that they have been developing throughout previous grades. This is a unit that is also discussed in the Spanish course. In the Spanish course, the rules for identifying the figurative language are the same for the English course; the only thing that changes is the language. As the Pre-test results showed, they already were very knowledgeable about the topic. So, I believe thats one of the reasons to master the skill because it was more like a review for them of previous knowledge. Also, another reason I believe they were able to master the learning goal #2, was because we were able to

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identify figurative language in many poetry examples given. Adding the fact that one of the poems they had to identify figurative language was from the lyrics of their favorite songs. My students knew some of the lyrics completely, since they love singing and listening to music. So it was easy for them to identify the figurative language in songs or lyric poems. Having read the examples like From Beowulf and Casey at the Bat, I believe were perfect examples for them to identify different types of figurative language. The students were able to practice the skill in different assessments and class discussions. The successful results are evidenced in the results from the Poetry Post-test. Then, I think that my students were least successful in mastering the learning goal #4. Although their performance in writing a variety of poems applying their structure and figurative language was ok, I know that maybe they could have done better. We work on writing the poems in class, but one of the reasons I believe they were least successful in this goal, was because they were not focused completely on what they were doing. In fact, some of them wrote amazing poems, but others decided to leave the work to last minute and some results were poor. While they were supposed to be doing the task of writing their poems, I catch some of them doing work of other courses and talking about things that were not related to the class. So, I had to be constantly reviewing their work to see that they were developing and writing the poems. Also, another reason I believe some of them were least successful on this goal, was because they were not following the instructions completely for the different kinds of poems. Some of the poem styles had to be re-teach, as detailed in part V. Instructional Decision Making of this document. Maybe giving more examples of each kind of poem could have been considered. The fact is that this skill requires a lot of practice and thats why I believe this is a topic that is taught in many grades. In the future, instead of having them writing their poems, I can consider another

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evaluation or assessment. But I believe that having them go through the process of writing their own poems was very challenging and fun at the same time. Reflection on possibilities for professional development: From this experience I was able to develop two professional learning goals. Reflecting on the experience of the TWS and working with the Poetry unit, I discovered I need to improve my strategies for formulating high quality questions and conducting class discussions. As teachers, is crucial to develop the students critical thinking skills. Sometimes the students struggled to get deeper in the messages behind the text, as the authors from the poems were using figurative language. So, in order to improve my performance on this goal, I need to reflect more in the students responses and my methods of teaching every day. Maybe by increasing their level of participation in the class, I will also increase their level of thinking and reflection in their responses. Also, another professional learning goal I develop was to establish a culture of learning. The students need to see that there is importance and relevance in the content of the material being taught. So, in order to improve my performance in this goal, I need to set or improve the expectations of learning and achievement. Also, it is very encourage students to take pride in their works and not being mediocre in the things they do. The Poetry book was a perfect opportunity for them to take pride as authors of their own book of poems. I believe that if we provide a classroom environment that promotes learning, our students are set to take seriously their education and therefore acquire new learning.

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