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Contextual Factors
The Jose Campeche Community School is located in Emilio Buitrago Street in “El
Pueblo” of San Lorenzo, Puerto Rico. On the west, the school has the Generoso Morales Muñoz
Community School (middle school), to the north, Jose de Diego Avenue, by the south, the sports
complex of San Lorenzo, and by the east, the Hato Grande residence and the Las Mercedas
urbanization. “El Pueblo” of San Lorenzo, where Jose Campeche is located, has middle class
people and lower class people both. San Lorenzo has a population (as of 2010) of more than
40,000. The total of students in the Jose Campeche is of 606. As the years progresses, the total of
students by grade decreases. 66 percent (%) of students in Jose Campeche are lower level class.
San Lorenzo has only two high schools. The other one is the vocational high school.
Vocational high school has very interesting programs to study, but this school is very selective
with its students (note: this work will not emphasize on anything that is not on the guidelines;
that’s why not even the name of the vocational high school was given). So, most students that
have good grades and good behavior tend to go to this school rather than on the Jose Campeche.
This is why one of the things in Jose Campeche that resembles the school is the students with
behavioral problems. It is said by teachers that this is the main problem with the school. They
allege that the school is how it is because the vocational high school has the good students and
the Jose Campeche has the “bad students” (an inappropriate term used by teachers themselves).
The students in Jose Campeche do have very behavioral problems. That is not an opinion.
That is a fact. In this school, the students have much absenteeism, are always late to the
classroom, cut classes by a lot, tend to challenge authority from time to time, among other
factors. Note to make things clear: this does not mean that the Jose Campeche only has the black
sheep of the town. The Jose Campeche has something that Vocational school does not have and
would desire to have. This is the “Advance Program.” This is one of the things that sustain the
school from closing (according to some teachers). Jose Campeche teaches Advance English and
Advance Spanish. The school, although it has these brilliant programs, it lacks Advance
Mathematics. However, this is something the vocational school does not have, making the Jose
Campeche have a solid advantage over its competitor. With this program, students may have a
chance of taking other courses in the University instead of taking Basic English and Basic
Spanish.
Even though this school has the Advance Programs, it has a little problem. The Jose
Campeche has been in probation for five years. This is due to flunking in “Las Pruebas
Puertoriqueñas.” It is rumored that the school may close if the students keep flunking in this kind
of standardized test. According to a student, these kinds of standardized tests “are not important.
You don’t need them to pass a grade. Therefore, why bother?” These were words from my case
study, Anibal Miranda (see professional notebook to see the profile of this student in particular).

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The four core values of the English Program of the UPRH (University of Puerto Rico in
Humacao) are seen to an extent in the school. The Jose Campeche High School recognizes the
diversity of the students to an extent. By this it means that the school knows and recognizes that
everyone is unique and learns differently. Also, that everyone is different from one another.
Other than that, the school teaches in a way that is direct. The English teachers have a really
strange method of teaching English. Even though the class is in English, the teachers tend to
switch to Spanish every time, like making translations (I really don’t want to state that this is the
grammar translation method because I could not bear with it). The teachers appear not to know
the multiple intelligences theory developed by Howard Gardner, the language experience
approach by Roach Van Allen, or even communicative language learning by Charles A. Curran,
all which are good to teach in different ways and where the students does much of the work. In
the end, diversity is not much emphasized like it is supposed to (in terms of learning).
The Jose Campeche High School is very behavioristic and a little constructivist. Because
of this, creativity is not pushed to the next level. I will explain deeply. The methods that the
teachers use are very direct. Balanced literacy is not applied like it is supposed to be. I’ve been
scolded because of not giving time to students when they do not answer and I give them the
answer. I have seen teachers done this also and not get scold at. Teachers don’t ask many
questions and when they do they are lower level questions. I believe constructivism is better
achieved when a teacher emphasizes on higher level thinking skills. Nonetheless, the Jose
Campeche, through the Advance Programs, targets leadership. That is something to be praised
for. Other than that, the target is minimal. With the Advance Programs, students are challenged
to think critically and do tasks that normally a student is not asked for. For example, to do and
design a play and be taken to stage. With this kind of task, students are challenged to work
cooperatively, to use language correctly, and be creative. One may see the leaders of tomorrow
like this.
Social transformation is achieved by the students, even though teachers do not teach to
meet this goal. I explain myself. Everything is a routine in Jose Campeche. Teachers give class,
cover material that was taught in previous years, and try to ensure that students pass the class
through poor means. Social transformation cannot be achieved through these methods. Social
transformation must be achieved when the students understands the necessity around him, when
he reflects and admits things need to change. Social transformation is achieved when the teacher
appreciates the diversity around him and projects it in the classroom so that students also
appreciate it; when the teacher is creative and students learn from that creativity and apply it;
when a teacher assumes the position of a leader and students see that and model that behavior.
The end result, a man or a woman ready to make the world a different place. This is where my
TWS begins.
The students I addressed were these kinds of students that need to be constantly in
interaction with one another. They are very social. Lev Vygotsky tells us and educates us in this
filed. Social constructivism is something that must take place in the classroom, especially in the

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class of 12-8 (my practice group). The classroom only had a board, a marker, and an eraser.
When the projector arrived, everything was made possible. With it, now I can project
information, visuals, and videos, among other things through PowerPoint Presentations (PPP for
short throughout the presentation), Prezi Presentations, Youtube, among other sources. Before it,
the class was really limited, for example, to flashcards, an old method (which I do not criticize,
but have to admit that there are better ways to approach the student). Why were these methods
essential for their learning? These kinds of students tend to get uninterested easily. According to
the group profile tabulations (see professional notebook to see the whole result), the students
liked things to be really dynamic, attention getting, and social. They mentioned things like
hanging out, going to the beach, travel, suspense movies and comedy, video games, texting,
motocross (since they are in San Lorenzo, this is credible), among other things. Knowing this,
the thematic units were designed based on these results.
The students are very social but they lacked writing skills. Almeda, my cooperative
teacher, always emphasizes the second semester on writing. The students, according to Almeda
and themselves, know how to work on the essay, something that was not quite true. I took this as
a confirmation that the students needed to be taught and reinforced in the writing process. To
assess students, I designed three types of assessment. One was to draft an essay in the classroom
to know their strengths and weaknesses. Another, to write an actual essay after the process.The
last one, to give a test regarding the topic. In the end, I believe the students may be able to write
a full essay and know the rightful parts of the same. By the end of the unit, the student should be
able to: write an essay and know each detail of the same.
Still, I tried to address students through different techniques. With trial and error, winning
the students, as well as ensure their learning environment, was done possible. Even though
students have almost everything in the classroom (provided by the cooperative teacher), these
were all textbooks and dictionaries, things that, for the writing process, not all of them apply.
Nevertheless, learning was done possible.

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Learning Goals
Learning Goal #1
The student will recognize the parts of the essay.
From Webb’s DOK, it is level 1. In this level, students recognize, identify, define, and arrange
the parts of the essay.
The activities that made this learning goal possible were working on vocabulary words as well as
show students examples of essays. Also, PowerPoint presentations that showed a clear synopsis
of what each part of the essay was.
English Content Standards and Grade Level Expectations Document (National Standards):
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 ageappropriateexpressive vocabulary.
W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correct
grammar, syntax, and style.
W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative,
expository, and persuasive essays using the writing process; demonstrates a preferred style of
writing.
Learning Goal #2
The student will establish the parts of the essay by writing a draft of an essay with its rightful
parts.
From Webb’s DOK, it is level 2 and level 3. In these levels, the student will organize and
classify the parts of an essay as well as construct a draft of the same.
The activities that made this learning goal possible were debates, PowerPoint presentations as
well as writing activities to assess student learning.

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English Content Standards and Grade Level Expectations Document (National Standards):
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 ageappropriateexpressive vocabulary.
W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative,
expository, and persuasive essays using the writing process; demonstrates a preferred style of
writing.
W.12.3 Uses creative writing styles to produce poems and other literary forms.
Learning Goal #3
The student will apply concepts learned by writing a five paragraph essay with minimal or no
errors in mechanics and structure.
From Webb’s DOK, it is level 3 and 4. In these levels, the student will revise, analyze, and
synthesize what was learned from the draft of an essay to apply concepts to design and create a
clean essay.
The activities that made this learning goal possible were PowerPoint presentations as well as
group discussions, reviews, active participation, and debates.
English Content Standards and Grade Level Expectations Document (National Standards):
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 ageappropriateexpressive vocabulary.
W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correct
grammar, syntax, and style.
W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative,
expository, and persuasive essays using the writing process; demonstrates a preferred style of
writing.
W.12.3 Uses creative writing styles to produce poems and other literary forms.
The learning goals are appropriate because the standards for twelfth grade are that they
must already be making essays, things that these students weren’t able to do. Today, they it has
been made possible.

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Assessment Plan
Learning Goals Assessments Format of Assessment Adaptations
Learning Goal #1 Pre-Assessment Graphic Organizer Speaking in a higher
and clear voice.
The student will
recognize the parts of Formative Quiz Key words on the
the essay. Assessment board stay to maintain
on the task given.
Provide multiple
Post-Assessment Teacher observation enlightenments to
students to clarify
doubts.
Learning Goal #2 Pre-Assessment Pre-writing activities Speaking on higher
voice and using
The student will write gestures to emphasize
a draft of an essay on the discussion.
with its rightful parts. Formative Draft introduction of
Assessment the essay, body, and Reinforcing by
conclusion of the repeating instructions.
essay separately
Clarify doubts and
Post-Assessment Teacher observation target uncertainties (in
any case) by
individual help.
Learning Goal #3 Pre-Assessment Debate Repeating instructions
when needed
The student will apply (although it was really
concepts learned by necessary in many
writing a five times).
paragraph essay with Formative Examination on the
minimal or no errors Assessment topic Provide time for
in mechanics and doubts and questions.
structure.
Post-Assessment Clean five paragraph Work with other
essay with rubric students to collaborate
and reinforce
learning.

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Narrative of Assessment Plan:
The assessment plan is one that constantly monitors student’s learning and progress, in
difference with traditional assessment and evaluations. In this unit, observations were done
through a step by step process for ongoing and enduring ways to modify the unit in any case (if it
was necessary). The students lived the input hypothesis from top to bottom.
When coming up with assessment plans, constructivism didn’t cross my mind. Instead, I
acted as I was taught, constructivism applied but unconsciously. Monitoring student’s learning as
a pre, formative, and post assessment is not an easy job. Taking this challenge so early made me
feel like an experience teacher with tons of work to do.
The pre and post assessment are linked in every way with the learning goals. The first
learning goal consists of making students recognize what is the essay in every way and to
recognize the function of the same (the parts of it and what they do). With a graphic organizer,
the teacher can gather data on what the students know about the essay. With a quiz, the teacher
can gather data on the progress the students made throughout the lessons. With proper
observations, the teacher can monitor progress and see if the next learning goal can take place
effectively.
In the second learning goal, Students will start drafting an essay. Pre-writing activities are
planned in order to get student’s mind running to pick a subject on what to write about. Making
it a free topic will motivate students to write about something in particular. In the formative
assessment, students will start drafting an essay through a step by step process. First, they will
draft an introduction, then a body, and finally a conclusion. They will try to do it separately. This
formative assessment will reinforce the skill for when students start writing the clean essay. This
is because, by then, the students will have feedback and will have their errors corrected. With
proper observations, the teacher can monitor learning and see if the students are ready to take the
next challenge, the third learning goal.
The third learning goal is really a challenging one. In order to apply concepts and
synthesize information learned throughout the learning goals, the students will engage in a
debate of some sort. With this, the teacher can monitor growth in the students and their way of
seeing the content being taught and how do they apply it. This feedback can serve to create the
formative assessment. In the formative assessment, the students will be examined. The test will
be one where the students will apply concepts learned. This test will be to prepare the stage for
the post-assessment. With the test, the teacher will determine whether the students learned
throughout the unit or not.
This step will be a really important one in this unit. For the post-assessment, the students
will hand-in the clean essay. This clean essay will say a lot of the student. This assessment will
be compared with the first assessment ever given. The teacher will compare and contrast data

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from the first assessment with the post-assessment. The information gathered will tell if,
throughout the unit, the students learned and if the unit served its purpose.
The assessments are appropriate for this grade because it is a twelfth grade. In twelfth
grade, the students are supposed to even write papers after doing research. These students didn’t
even know how to write well a paragraph on their own. Still, these assessment instruments
measured learning because the students were taken to a next level and the teacher monitored the
learning progress so that learning took place effectively.
Design for Instruction
Results of Pre-Assessment
To design for instruction, as a pre-assessment, students should draft an essay. I didn’t
give the students a formal pre-test with instructions and all. Instead, I gave them a blank paper
with instructions given orally. The students were supposed to draft an essay. They said they
knew the concepts, so it was time to test them. When the students received the papers, they all
complained. The students knew the concepts but they didn’t know where to localize them,
identify them in a paper, or organize them.
The students gave their papers again, some blank like it was given, others with marks and
things that they had erased. This meant that the students needed to be taught the subject of the
essay from top to bottom. As a conclusion, the students did not need to be reinforced in the
subject. I needed to start from scratch, from zero, from “nada.”
Results of Pre-Assessment
25
20
15
10
5
0
Results of Pre-Assessment

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The blank paper led me to understand that these kids knew what the essay was and its
rightful parts but did not know how to apply them correctly. In other words, they knew what the
essay was but did not know how to write one correctly and when they were asked to write one,
they could not perform it. When the students gave me the paper like I gave it to them, I knew I
needed to start from scratch. The students needed first to really recognize and understand what
the rightful parts of the essay were.
Unit Overview
I prepared a writing workshop thematic unit. The student would be taken through a step
by step process. In this thematic unit, the student would start learning from the title to the last
period of the essay. In the exploration activity, the students would get familiarized with the parts
of the essay. They would work with vocabulary words and examples of essays. In these
activities, the learning goal being assessed is the first one.
In the conceptualization of the unit, I would give students a handout with an example of
an essay. This essay would be “The Hazards Movie Going” by John Langan. Why this essay?
This essay by John Langan is one of, if not, the best example of a basic essay. In this learning
goal (number two to be precise), I am targeting the students to draft an essay. To achieve this, the
students will be exposed to an example of a basic essay that has all the parts of the same. Also, in
this phase, the students will learn more deeply what is the introduction, body, and conclusion of
the essay and how do these function as a structure and as a whole.
In the application phase, the students will work on drafting the essay by parts. The
students would start to work with the title, then the main idea, then the introduction, then the
body and finally the conclusion. In this phase, the student will analyze what he wrote to produce
a clean form of their draft with minimal or no errors given. This would be the final product.
Learning goal three is seen in this phase.
Day Learning Goal Activities
Day 1 #1 Recognize the parts of the Brainstorm ideas
essay
Day 2 #1 Recognize the parts of the Students will work on
essay vocabulary words
Day 3 #1 Recognize the parts of the Students will identify the
essay vocabulary words in the essay
Day 4 #1 Recognize the parts of the Students will identify and
essay recognize the parts of the
essay in the essay “The
Hazards of Movie Going” by
John Langan
Day 5 #2 Draft an essay Students will draft the

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introduction of an essay
Day 6 #2 Draft an essay Students will work on their
body of the essay
Day 7 #2 Draft an essay Students will work on their
body of an essay
Day 8 #2 Draft an essay Students will work on their
conclusion of an essay
Day 9 #3 Write a five paragraph Students will take a test on the
essay unit being taught
Day 10 #3 Write a five paragraph Students will hand in their
essay clean essay.
Activities:
I started teaching the students what were the introduction, body, and conclusion of an
essay. In these lessons, I learned that the students really did not know what the proper uses of
these parts. They only knew the essay possessed them. I gave the students homework where they
had to look for 15 vocabulary words to know the proper term of each part of the essay and to
look for examples of essays. The terms I taught them were:
1. Essay
2. Thesis statement
3. Restate thesis
4. Composition
5. Write
6. Copy
7. Draft
8. Topic
9. Introductions
10. Supporting details
11. Conclusion
12. Closing statement
13. Topic sentence
14. Structure
15. Paragraph
Around 25 percent of the students did not do the homework. I realized this would be a
problem for the future. This made it tougher to apply the concepts learned. Also, with an
example of an essay (The Hazards of Movie Going by John Langan), I helped the students
identify the parts of the essay. After giving students various opportunities, they were assessed
with a quiz. This was a matching. The students flunked the quiz. The results led me to reteach

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the concept. After re-teaching, the students aced the second quiz. This was a perfect assessment
plan. Learning goal number one was achieved powerfully.
The next activity would be to draft the introduction of an essay. Before this, the students
were given various PowerPoint presentations (PPP) as reinforcement but also to know the parts
more properly. In the first draft, the students chose a topic (it was free topic) and they made the
draft on an introduction. It was a success. The results told me that they were making grammar
errors and that they had problems with mechanics (syntax, word order). After that, they were
asked for the body and the conclusion, and it was also a success. They showed the same
problems. The students had errors in their papers, grammar errors especially (just like in the
work from before). Learning goal number two took place here. It was sad to see so many errors,
but it was a draft. Errors were possible in this stage. However, there came the time when I, as a
teacher, feared for the works to be handed in.
Still, after giving them back their drafts with their proper recommendations of what to do,
the students developed a five-paragraph essay with minimal errors and syntax problems. It was a
success. Before this, however, the students participated in a debate, which served as an
assessment instrument to evaluate and judge their learning. With the results of this debate, I
could say that the students were well prepared for their clean essay. After this, the students took
a test regarding the writing workshop. It was a cooperative work. The students had more than a
week to complete it. The results were fair. The third learning goal is seen on this phase.
Technology:
A constructivist class should involve technology. In the process of the learning goals, the
students will interact with PowerPoint Presentations. These will be seen by the projector (in-
focus) connected through the laptop. Also, they can interact through the internet and Prezi
presentations. One can use these devices and gizmos because it gathers the attention of the
student and the class can be more actively like this. The internet can be used to gather
information such as essays. With these essays, the students can have a clear idea of what a basic
essay looks like.

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Design for Instruction Visual Organizer: Outline Form
Essay:
 Proper concepts
 Essay
 Thesis statement or main idea
 Restate thesis
 Goes on the conclusion of the essay
 Composition
 Write
 Difference with copy
 Copy
 Difference with write
 Draft
 Topic
 Introduction
 Contains main idea
 Supporting details
 Conclusion
 Restate thesis
 Summary of main idea
 Closing statement
 Topic sentence
 Structure
 A body without its proper parts cannot function
 Paragraph
 Parts of the essay
 Topic
Proper topic
Not too broad
 Introduction
Thesis statement
Main ideas
 Body
Structure
Main ideas
Supporting details
At least three paragraphs

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 Conclusion
Closing statement
Restate thesis
End your essay
Instructional Decision-making
To start, I modified my thematic unit. I had first created a thematic unit where the
students drafted an essay completely. After that, through the process and lessons, the students
would then come to realize how incomplete the essay was. With all this taught, the student would
have learned the terms and concepts of the essay correctly and the development might have been
a more solid one… I was wrong, and I assumed wrong. The learning goals were correct, but the
approach and the way, the content would be taught needed to be modified.
At the beginning of the phase where I had to start teaching, I wanted students to draft an
essay. According to data gathered from the cooperative teacher, the students took classes with a
teacher called Diana Cruz. This teacher focused a lot on essay writing. Since the students passed
her class, it was logical that they would master the subject given. Also, according to our national
standards, the Content Standards and Grade Level Expectations given by the DEPR (Puerto Rico
Department of Education), the students, by the age of seventeen, twelfth grade, they are
supposed to even do research to build an essay.
However, there were situations that cause to modify, not only my lesson plans, but my
whole unit. The students were not responding to the activities and the instructions given by me,
the teacher. The students didn’t know how to organize ideas for an essay. The methodology was
not the problem, but rather the approach. A more appropriate approach was needed and a more
interactive and dynamic class was necessary.
To keep mastery of the subject, I decided to integrate two curriculum materials and
modify the methodology. The curriculum materials chosen were “Writing for the Real World”
and “You Can Write” textbooks. These books were property of the classroom. Also, they were
not adapted to the school. It was Almeda’s decision to incorporate these wonderful learning tools
to the classroom (note that Mrs. Almeda is –or was- my cooperative teacher). Like this, the
concepts that were not understood would then be targeted with a more wide knowledge of the
aspect.
Also, when deciding to teach the whole unit, I decided to change the way I
communicated myself to them and try to have a little more control over the class. The students
had much behavioral problems, so I needed to be a little more firm, authoritative, and confident.
If not, students would get distracted with cellphones, mirrors, MP3s, among other things. I would

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also try to make sure the student’s follow me as a model, but that has always been too hard.
Distraction was a demon that surrounded the classroom while I gave class.
Throughout the modified unit, there were changes made, also. Even though I decided to
take things pace by pace, the students didn’t master some of the content being taught, so
activities and changes to lesson plans were necessary. For example, students had to outline an
essay since the middle of the unit, and that had to be changed so that they outline the essay later
on. Also, in the unit, students were really not in to activities on the board or just calling their
names to participate. I decided to change that and apply PowerPoint Presentations and have a
little paper ball and throw it at them if I wanted them to participate.
Analysis of Student Learning
Whole Class
Pre and Post Assessment
The students started with a pre-test. The students brainstormed ideas and tried to draft an
essay. The word “tried” is used effectively because nobody managed to do it. The next graphic
shows the details. It seemed that learning did not take place the year before this one. According
to the results, everything needs to be started from scratch. These were the results gathered from
the first pre-assessment of the learning goal number one. It is compared with the results of the
post assessment of learning goal number three.
Student Results of Pre Assessment Results of Post Assessment
1 0 37
2 0 -
3 0 47
4 0 20
5 0 50
6 0 50
7 0 49
8 0 30
9 0 39
10 0 10
11 0 50
12 0 40
13 0 46
14 0 10
15 0 22

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16 0 49
17 0 25
18 0 30
19 0 45
20 0 50
21 0 -
22 0 46
50
45
40
35
30
25
20 Pre-Assessment Given
15 Post-Assessment Given
10
5
0
The pre-assessment consisted of a graphic organizer were the students said everything
they knew regarding the essay. In the pre-test, the students failed. The students weren’t able to
complete it, or rather, not even start it. The students knew the theory but did not know how to
apply it. Through the learning goals, the students learned the parts of the essay, learned how to
draft an essay, and at the end, did an actual essay. Compared to the first assessment, the pre one,
the students were able to complete it. As seen in the graphic above, most student did well on the
post assessment that on the pre-assessment. We could say that learning took place.
Quiz #1 and Reposition of the Same
The students started with the parts of the essay. Throughout the process, various
observations were made. The students made progress throughout the days. The first learning goal
consisted of just knowing the concepts before going to a stage where they had to apply the

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concepts learned. After analyzing the results of the quiz given to the students, I decided to
reteach the concept being taught. In the first goal, the students were supposed to recognize the
pats of the essay. After analyzing the data from the first quiz, the first goal was not being met.
Most students were flunking. The following data is from the first quiz given. It is compared with
the reposition of the quiz.
Table #1: Quiz #1 (15 points)
Student Results of Quiz #1 Results of Quiz
#1Reposition
1 7 -
2 1 9
3 5 14
4 10 14
5 7 13
6 5 -
7 13 14
8 6 11
9 11 14
10 0 8
11 11 13
12 - 14
13 11 13
14 - 12
15 6 12
16 5 11
17 11 13
18 13 13
19 6 10
20 5 10
21 13 -
22 - 13

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14
12
10
8
6 Quiz #1 (15 of value)
Quiz #1 Reposition (15 of value)
4
2
0
Students here are arranged by last names first. In other words, the order is the exact same
one from the roll book and register (as so it is in the other graphics). According to these results, I
needed to reteach my lessons. My students were not learning enough and I was not reaching my
goal. I was not getting through them to help them construct their own knowledge. It seemed that
working with an actual essay was not that simple for them. Still, looking at the results, some of
them were doing really well. A group in specific was learning. Still, it was a small group, not big
enough to keep forward with the learning goal. So, a reposition was made in order to reteach the
lesson. In the reposition, the students did excellent. Around 71% of the class passed the quiz.
Learning was taking place as seen on the graphic above.
Test: The Essay
Student Results of Test (52 points of
value)
1 37
2 48
3 48
4 40
5 40
6 46
7 48
8 46

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9 46
10 37
11 40
12 40
13 37
14 40
15 40
16 40
17 46
18 48
19 37
20 48
21 40
22 40
Test: The Essay (52 points of value)
50
45
40
35
30
25
20 Test: The Essay (52 points of
15 value)
10
5
0
The last representation consisted of a test. This was a test regarding material from the
essay, but applied. The students did a group test, home test, where they had to outline an essay,
apply theory, and answer short answer questions. Like before, the test was a success. Around
81% of the students did really well on the test. Learning took place. It was the third learning goal
and it was taking place effectively. Students were learning and applying what they had learned.
After this, the post-assessment was given and the results told that the students learned effectively
the concept (see graphics above for post -assessment data).

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Subgroups
The subgroup chosen is made up of four boys and three girls. These students had a
somewhat good performance over the English language. Also, their competence was rather
skilled. This is the reason why this particular group was chosen. The data tells that, at first, the
students did not master well the subject being taught, but that throughout the days, the students
started dominating the material.
16
14
12
10
Girls Language Performance
8 Pre-Assessment
Girls Language Performance
6 Formative Assessment
4 Girls Language Performance
Post-Assessment
2
0
student 1
student 5
student 12
16
14
12
10 Boys Language Performance
Pre-Assessment
8
Boys Language Performance
6 Formative Assessment
Boys Language Performance
4 Post-Assessment
2
0
student 7 student 9 student student
11 20

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Individuals
Student 10 was a male, while student 12 was a female. Student 12 had lots of
absenteeism, while student 10 had almost perfect attendance. Yet, student number 12 did really
well, or rather excellent, compared to student 10. Student 10 was one that liked to talk in class a
lot. Student 12, on the other hand, was always responsible with her work, even though she was
almost always absent.
It is important to have an understanding of the learning of these two candidates because,
inside the classroom, one can encounter many variables that affect learning. Take for example
these two students mentioned above. One was always in the classroom. Still, his mind was like
he was not in the classroom. Compared to the next student, she was almost always absent, but
she was responsible for her work.
However, there is something that impacts my senses. How was the learning compared
from one to another? These two passed the same experiences inside the classroom only with
different impacts. Their motivation for learning was really different. I never got so many chances
to modify student’s 1 behavior or the way he did things. Still seeing student 12 do her stuff made
me realize how much learning must have been happening around those who really wanted to
learn.
Reflection and Self Evaluation
Even though my students did really well in the three learning goals, in the first one, since
it is a subject where they have to give their all, the process is rather difficult. Still, when my
students arrived at the third learning goal, one could see the progress happening, and that made
me real happy. However, I have to admit that it was on the final learning goal where the students
really showed mastery of the subject matter, compared to the first one (the least successful one).
I have to admit that I have a long way to go as a teacher. My students learned, I have to
admit it, but I believe I could have done better. Still, I believe the unit was a great success. It was
my first unit to teach students, my first lesson plans, and my first experience officially working
with students. Moreover, it was really important for me because my students learned and apply
the concepts learned, and that is all that matters.
Most teachers don’t derive their classes from the Content Standards and Grade Level
Expectations. It was until the other day that the teachers realized that this document was revised.
This is something that is disquieting. Still, I was trained by the UPRH (University of Puerto Rico
in Humacao), in other words, I was the difference among those teaches that didn’t even knew the
document was revised. Also, the things I was inculcated with made the difference. Sometimes,
the quantity and magnitude of education received speaks more than a hundred year-old
experience.

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References and Credits
Aragunde, Rafael (Dr.)., Vilches, Yolanda (Dra.)., Rodriguez, Myrna., CottoLopez, Pura.(2007) English
Content Standards and Grade Level Expectations.Department of Education of Puerto Rico.English
Program.
Rey Hernandez, Cesar A., Collazo Rivera, Carmen A., Rivera Ortiz, Pablo S.,MatteiLatimer, Ileana., Fuster
Marrero, Myrna., et. al. (2003)English Curricular Framework. Department of Education of Puerto
Rico.English Program.