Data Analysis Template: Irving Marquez

Desired Results Content Standards (Subject and ELD) Curriculum Goals & Objectives
Subject Standards ELD Language Standards Goals Learning Objectives
11.2 Students analyze the ELD.P1.11.6.Ex Goal – Students will learn the Objective – Students will,
relationship among the rise Reading/viewing closely effects of industrialization on individually, compose two
of industrialization, large- Explain ideas, phenomena, working conditions in the U.S. handwritten paragraphs,
scale rural-to-urban processes, and relationships (including a minimum of 6
migration, and massive within and across texts (e.g., facts from their notes),
immigration from Southern compare/contrast, comparing and contrasting
and Eastern Europe. cause/effect, themes, working conditions during
1. Know the effects of evidence-based argument) industrialization and today.
industrialization on living and based on close reading of a
working conditions, including variety of grade-appropriate
the portrayal of working texts, presented in various
conditions and food safety in print and multimedia formats,
Upton Sinclair’s The Jungle. using increasingly detailed
sentences, and a range of
general academic and
domain-specific words.
Acceptable Evidence Performance Tasks (summative) Assessment (formative - formal and informal)
During the last 15 minutes of class, students will use their notes
from the brainstorm activity on working conditions today, and
their video analysis notes on working conditions during
Industrialization, to compose two paragraphs; the two
paragraphs will be composed on a handout that includes
sentence starters created by the teacher to facilitate writing for
ELL students and students with ELNs.
Students who met or exceeded the established proficiency score:
Exceeds proficiency (4) Meets proficiency (3)
Student used 8 or more facts from the lesson to support their claims. Student used 6 or more facts from the lesson to support their claims.

Students who did not meet the established proficiency score:

Almost proficient (2) Beginning proficiency (1)
Student used 4 or more facts from the lesson to support their claims. Student used less than 4 facts from the lesson to support their claims.

Proficient (3, 4) Non-proficient (1, 2)

Number Percentage Number Percentage
21 100% 0 0

Exceeds proficiency (4) Meets proficiency (3) Almost proficient (2) Beginning proficiency (1)
Number Percentage Number Percentage Number Percentage Number Percentage
19 90% 2 10% 0 0 0 0

Results Analysis
Strengths (from proficient and above)
The strengths exhibited by my students surprised me! This was the first time I
implemented a sentence framing strategy for my students, and their
achievement surpassed previous journal entries. Students gathered notes
during the lesson, a brainstorm acitivity and video analysis, and collaborated
in Think-Pair-Shares after each activity. They exhibited strengths in
collaboration, speaking, listening, and visual learning.
Concepts and Skills Understood (as demonstrated in assessment(s))
Students were able to compare and contrast working conditions during the
age of industrialization in the U.S. and the present day. They identified the
“plight of workers:” low pay, long hours, and unsafe working conditions. In
addition, students contrasted those old working conditions with today: 8 hour
work days, 40 hour workweeks, sick days, vacation time, breaks, health
benefits, retirement plans, child labor laws, and labor unions.
Weaknesses (from below proficient)
None were below proficient.
Concepts and Skills NOT Understood (as demonstrated in assessment(s))
Several students still struggle with writing skills (grammar, punctuation, etc.),
and formulating their thoughts into sentences. This results in
incomprehensible writing at times, which leaves me attempting to decipher
discernible facts. However, the facts were written in the correct
corresponding paragraphs. This leads me to conclude that the students
understood the concepts, yet, encountered the obstacle of writing while
attempting to demonstrate their mastery of the learning objective.