Data Analysis Template: ​Teacher Candidate Name

Desired Results Content Standards (Subject and ELD) Curriculum Goals & Objectives
Subject Standards ELD Language Standards Goals Learning Objectives
CCSS.ELA-LITERACY.RL.9-10.4 CCCSS.ELD.PI.9-10.8.BR At the end of the unit, SWBAT identify descriptive
Determine the meaning of section 2 part 1, 8, pg. 126 students will write an essay language in “The Seventh
words and phrases as they are Explain how a writer’s or regarding the responsibility of Man” and explain its impact
used in the text, including speaker’s choice one’s actions during life or on the story.
figurative and connotative of a variety of different types death situations.
meanings; analyze the of phrasing
cumulative impact of specific or words (e.g., hyperbole,
word choices on meaning and varying connotations,
tone (e.g., how the language the cumulative impact of
evokes a sense of time and word
place; how it sets a formal or choices) produces nuances
informal tone). and different
effects on the audience.
Acceptable Evidence Performance Tasks (summative) Assessment (formative - formal and informal)
There are no summative tasks for this lesson. Students completed their “descriptive language” chart.

Students who met or exceeded the established proficiency score:

Exceeds proficiency (4)
In order for students to score a 4, students had to find and write down ten
quotes from “The Seventh Man” that used descriptive language. On the right
side of the chart, students had two write two sentences that explain what the
quote reveals about the story, citations included. For example, if a quote says,
“The group could hear the wind tearing through the darkness,” an example
response from a student would say, “Since the wind is ‘tearing through the
darkness,’ it means that the story is taking place during the night. It is also
very windy.”
Students who did not meet the established proficiency score:
Almost proficient (2)
Students have around 5-7 quotes. Each quote has an explanation attached to
it. Explanations may be only one sentence long. Quotes used may not have
descriptive language, and their explanations may not meet the quality such as
the example answer seen above.
Proficient (3, 4)
Meets proficiency (3)
Students have 8-10 quotes and all subsequent explanations; however, the
explanations are only one sentence long instead of two sentences. The quotes
used tell me they understand descriptive language and their explanations
reveal more about the story based off the quotes.
Beginning proficiency (1)
Students have 1-5 quotes with explanations on the right. Explanations may
only be one sentence long. Quotes used may not have used descriptive
language, and the explanations are not up to standard.
Non-proficient (1, 2)
Number Percentage Number Percentage
12 71% 5 29%

Exceeds proficiency (4) Meets proficiency (3) Almost proficient (2) Beginning proficiency (1)
Number Percentage Number Percentage Number Percentage Number Percentage
2 12% 10 59% 3 17% 2 12%

Results Analysis
Strengths (from proficient and above)
Students who scored a 4 demonstrated to me, above all, that they read the
directions on the handout; however, there were only two students who
scored a 4. They demonstrated to me that they understood descriptive
language judging from their selection of quotes, and their explanations were
well thought out. Students who scored a 3 had all the same qualities, except
that they did not have two sentence explanations.
Concepts and Skills Understood (as demonstrated in assessment(s))
Students who scored 4s and 3s demonstrate that they understand what
descriptive language is, and how descriptive language can add onto the
complexity and imagery of a story. Descriptive language may not always be
“forward” in what it is trying to say; however, students were able to break it
down as seen in their explanations.
Weaknesses (from below proficient)
Students who scored 2s and 1s were not able to write down all ten quotes.
They had anywhere from 1-7 quotes, in which they might not have
demonstrated understanding of descriptive language. Their explanations may
not have been up to my standards.
Concepts and Skills NOT Understood (as demonstrated in assessment(s))
Students who scored 1s and 2s do not understand the concept of descriptive
language, what it entails, and how it adds on to a story. IF students
demonstrated understanding, then all they were missing were their ten
quotes along with sufficient explanations.