Data Analysis Template

Desired Results Content Standards (Subject and ELD) Curriculum Goals & Objectives
Subject Standards ELD Language Standards Goals Learning Objectives
CCSS.ELA-LITERACY.L.9-10.3 1. Exchanging Students will practice what Students will answer three
Apply knowledge of information/ideas they know about syntax and questions to demonstrate
language to understand Contribute to class, group, imagery to answer questions their knowledge of syntax and
how language functions in and partner discussions, and apply their knowledge by three questions to
different contexts, to make sustaining conversations on a creating their own examples. demonstrate their knowledge
effective choices for variety of age and grade- of imagery.
meaning or style, and to appropriate academic topics
comprehend more fully by following turn-taking rules,
when reading or listening. asking and answering
relevant, on topic questions,
CCSS.ELA-LITERACY.L.9-10.4.A affirming others, and
Use context (e.g., the providing coherent and well-
overall meaning of a articulated comments and
sentence, paragraph, or additional information.
text; a word's position or
function in a sentence) as a 10. Writing
b. Write clear and coherent
clue to the meaning of a
summaries of texts and
word or phrase
experiences by using
complete and concise
sentences and key words
(e.g., from notes or graphic
organizers).

Acceptable Evidence Performance Tasks (summative) Assessment (formative - formal and informal)
Students will answer six questions total that address elements
of syntax and imagery by the end of the period. Students must
write their answers to each question with 25 words or more.
Students will share their answers in their groups.
Students who met or exceeded the established proficiency score:
Exceeds proficiency (4) Meets proficiency (3)
Students answered all the questions thoroughly and cited evidence from the Students responded to all the questions and addressed the passage briefly to
passage when asked. Responses are 25 words or more and are written in support their responses. Responses are between 15-25 words.
complete sentences.
Students who did not meet the established proficiency score:
Almost proficient (2) Beginning proficiency (1)
Students answered between 4-6 questions and referenced the passage in Students only answered 1-3 questions and did not reference the passage to
their responses. Responses are lacking and are under 15 words. support responses. Responses are brief and not in complete sentences.
Proficient (3, 4) Non-proficient (1, 2)
Number Percentage Number Percentage
25 78% 7 22%

Exceeds proficiency (4) Meets proficiency (3) Almost proficient (2) Beginning proficiency (1)
Number Percentage Number Percentage Number Percentage Number Percentage
10 31% 15 47% 5 16% 2 6%

Results Analysis
Strengths (from proficient and above)
Students that scored proficient and above did well in identifying the impact of
sentence structure on a passage. Many students were able to identify the
difference of impact that a short sentence has when compared to a long
sentence.
Weaknesses (from below proficient)
Students that scored below proficient for this lesson did not respond to the
questions thoroughly by using enough detail and did not identify the impact
that sentence structure has on a passage. Many students that scored below
proficient also did not answer all the required questions for this assignment.

Students did well with their imagery assignment by explaining the imagery
used in the passage. Students were able to identify the image portrayed in the
passage and explain the effect that it had on them. Students also
demonstrated their knowledge of using imagery by applying it to write their
descriptive passage.
Concepts and Skills Understood (as demonstrated in assessment(s))
Students understand the elements of personification and the impact that
short and long sentence structure has on the overall passage. Students
applied these concepts well in creating their sentences that incorporates a
personified object. Students also understand how imagery is used to create
specific descriptions that contributes to the overall tone of the text.
Student struggled with using imagery in their application by lacking
description in their passages about a sick man. Students who scored below
proficient could identify imagery but do not apply it well when writing their
passage.
Concepts and Skills NOT Understood (as demonstrated in assessment(s))
Many students lacked responses that clearly explained the concepts that were
presented through this lesson. Students need to work on identifying imagery
and why it is used. Many students had trouble when it came to the
application of their concepts as shown in their written passages that lacked
imagery and instead used small descriptive adjectives.