University of Puerto Rico at Humacao
English Department
TWS Teacher Work Sample
María Edith Jordán Gómez 842-07-3993
EDPE 4006-001 Dr. Aníbal Muñoz Claudio
Practice Center: Dr. Conchita Cuevas High School Practice Teacher: Mr. Eduardo Martinez
April 1, 2013
Table of Contents:
Contextual Factors……………………………………………………………………………………………..……………………………………1
Classroom Factors……………………………………………………..…………………………………………………………………………2-3
Student Characteristics…………………………………………………………………………………………………………………………3-5
Instructional Implications………………………………………….………………………………………………………………………...5-6
Learning Goals………………………………………………………………………………………………………………………………………6-8
Assessment Plan…………………………………………………………………………………..………………………………………………8-9
Design for Instruction/Thematic Unit………………………………………………………………….……………………………..9-10
Results of Pre-Test (Learning Goal 1)……………………………………………………………………………………………………..11
Results of Pre-Test (Learning Goal 2)……………………………………………………………………………………………………..12
Instructional Decision Making………………………………………………………………………………………………….…….…13-14
Analysis of Students’ Learning……………………………………………………………………………….…………………………14-16
Reflection and Self Evaluation…………………………………………………………………………………………………………..16-18
María Edith Jordán Gómez EDPE-4005-001
842-07-3993 Dr. Aníbal Muñoz Claudio
Teacher Work Sample April 20, 2013
I. Contextual Factors
Community district and school factors:
The Dr. Conchita Cuevas High School is located exactly at the first exit in Gurabo on the
highway # 30 of Gurabo. This is a central location which makes it accessible for students from
Gurabo and neighboring towns like Juncos, San Lorenzo, and Caguas. The school’s
surroundings are: a neighboring urbanization on one side, the town of Gurabo on the other, and
Highway #30. The school facilities are three triangular shaped floors for regular classes (English,
Math, Science, Social Studies, and others) and one building for vocational offerings
(Cosmetology, Mechanics, Plumbing, Welding, and others). The school has a basketball covered
court, a spacious lunch room, bathrooms on each floor, an office with teacher restrooms,
parking for the staff, and recreational outdoor areas for the students in the shape of gazebos.
The school has a large population, there are 678 students matriculated in the school this
semester. 144 of these students belong to the special education program. There is also a high
rate of poverty in the school. Unfortunately, there is also a high rate of absences; this is a huge
problem the school has been dealing with for many years. Even worst is that parents aren’t
active members of the school. In fact, an extremely high percentage of parents don’t show up
to meetings, to pick up their children’s grades, nor do they respond to calls and letters from the
school. This is another huge factor that goes against the success of the students.
Classroom factors:
Physical Factors: The classroom is very small for the amount of desks and equipment it
holds, and for the amount of students it receives. The students’ white desks overpower the
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space. Two large green boards make up the front of the classroom. Unfortunately, these green
boards are so old and wasted that they cannot be used for writing. This is a huge disadvantage
that the classroom has. The classroom has many windows, which is great for illumination and to
keep the room cool. In this hot weather however, humidity and temperatures get very high.
This makes the classroom quite uncomfortable. Custodians rarely clean the room, so there is a
lot of dust, making it a risky environment for people with asthma or sinuses.
Technology: Electronic technology is almost inexistent in the school. There is a
technology room and the library has computers, but they are rarely used. Also, there are no
projectors, unless the teachers themselves provide them. Internet access at the school is very
limited, and often times it is out of service. The classroom has a TV and DVD player, which are
great for watching movies in the classroom. Also, there is a printer, which is out of service. The
office however, does provide copies free of charge, but there has to be a couple of days of
anticipation in order to receive the copies.
Parental Involvement- Parental involvement is almost non-existent in the school. For
example, less than half of the parents of the senior class came to pick up their student’s grades,
(this is a mandatory process). My group is 12th grade, and parents seem to be more laid back
because the students are older. Communication with the parents is also non-existent, which is
unfortunate because in order to achieve full success, a connection between the school and the
home is a must.
Classroom Rules- The students and I prepared a set of seven classroom rules, which I
believe are excellent. I let the students make their own rules, so they would be more willing to
follow them. Thankfully, behavior problems are very rare in the classroom. These are the rules
my class came up with:
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Mrs. Jordan/12-1 English Classroom Rules
1. Stay Positive (Be nice, be cool, be happy. Every day. Forever)
2. Be in class on time. 3. Pay attention to whoever is speaking. 4. Raise your hand before speaking.
5. Turn in work ON TIME. 6. RESPECT EACH OTHER. 7. Cooperate and Participate
Student Characteristics
The group 12-1 was composed of 26 talented and unique males and females. The challenge in
designing instructions and assessing their learning was to take into consideration the
characteristics that made them so unique and talented so that every intelligence can be given a
chance to develop. The characteristics that must considered in designing instructions and
assessing the learning are several. First of all, the students’ genders must be considered. The
group 12-1 has a gender distribution of: 56% females and 46% males. This class has a balanced
gender distribution; therefore gender neutral topics could be examined in class. If the class
were not distributed evenly by gender, then topics pertaining to the dominating gender should
be examined more often in class to create a meaningful environment for the students. Next to
consider when designing instructions and assessing the learning are the students’ ages. The
class of 12th graders is made up of 17 and 18 year olds. Twenty-two students are seventeen
years old and four are already eighteen. Most students will turn eighteen before graduating
and a few will still be seventeen. This means I will have many birthdays during these months.
These are ages where many milestones happen and critical decision making periods. These are
aspects many teachers should keep in consideration when implementing instructional materials.
Teachers should make what they do in class relevant to what is happening in their students’
lives. Another issue a teacher should consider is the students who belong to special education.
There are six special needs students in my class. It is important to talk to the special education
teacher to see in what accommodations must be made for the students to succeed as regular
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members of class. It is also very important to consider the interests of the students. In an
English classroom it is so important for students to express themselves and bring their lives
outside of school to class. This way using the language would be meaningful and relevant to
their lives. For example, the 12-1 students have very diverse tastes in hobbies and activities, but
they also have many common interests. The interests they share in common are: sports, there
are many athletic students. They love music as well-either listening to it singing or playing an
instrument. They also love Facebook, sleeping, and watching TV. Then again, what adolescent
doesn’t? It is good to incorporate these activities they love in the classroom because it boosts
their motivation. For example, they could be used as topics for oral presentations and a variety
of essays.
Skills and Prior Learning- Knowing the students’ prior knowledge is essential for planning lessons
and assessments. I have assessed that half of the students in 12-1 have the English skills of 12th
grade according to the Department of Education’s Content Standard and Grade Level
Expectations. The other half however do not meet the expected skills, therefore they need
some extra attention in order to achieve success in the English classroom. These students have
difficulty understanding, speaking, reading, and writing the language. It is difficult to have such a
diverse group of English proficiencies, but those that have more knowledge help those that
need it. However, there are some students that rely on their partners too much and don’t work
at all, so they don’t learn at all. Many other students have high affective filters. They lack
motivation and self-esteem, they find school work meaningless, and their learning environments
are inadequate. These are other students who have too many inhibitions to even try.
Instructional Implications: The school’s contextual characteristics definitely affect the
implications for instructional planning and assessment. For example, the overwhelming amount
of absences and the lack of parental involvement are huge problem because in the classroom
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everything gets held back because so many students are absent. Also, parents don’t help in this
matter, because by not being a part of the school, they show their sons and daughters that
school doesn’t matter. To address this issue, letters will be sent to parents explaining their
son/daughter will be taking their English course with a practice teacher. This letter also has the
purpose of opening a line of communication via email or phone. In addition, the letter will
include the number of absences the student has had and the assignments the student has
turned in or still needs to turn in. This letter is to be brought back signed by the parents. Also,
to include the parents in the students’ education there will be more homework assignments
that include parents, for example, to conduct an interview. To improve writing proficiencies, a
short grammar unit will take place, which is review for the students, which I know they need
because for example, many don’t know how to use the –ing present progressive. The unit will
be presented through power point and it will include many practice exercises. To improve
listening and speaking proficiencies, there will be several oral presentations for practice. They
will be very informal though, so that the students have fewer inhibitions. Also, they will be on
topics of interest, current events, reflections, and more. To improve reading proficiencies I will
have the students practice by reading short stories and poems. This will help them make sense
of what they are reading (because they will be able to follow the stories), gain vocabulary, and
feel more confident. Their reading level is the highest of all the other language arts. They enjoy
reading daily reflections, and can explain them, even though they do so in Spanish. Either way,
this implies comprehension, which is very important.
II. Learning Goals
The learning goals are the ones stipulated by the Department of Education of Puerto Rico
English Program Content Standards and Grade Level Expectations. My focus for this unit will be writing,
but I included the reading and Listening and Speaking because their integration is essential.
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My goals are:
That they become effective writers, by writing the following types of essays:
Process essay
Persuasive essay
Biographies
These assignments align with the Department of Education’s Content Standards and Grade Level
Expectations 2nd writing expectancy (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.) Students should be able to put all of their creativity on a sheet of paper, by
using their original thoughts and ideas on the assignments mentioned above.
These learning goals are appropriate because:
The students need these skills in order to meet the Department of Education’s Content
Standards and Grade Level Expectations and graduate from High School.
Writing is an essential tool of communication.
Writing helps students think critically because they assess the information they know and form
their own opinions.
They will develop their creativity by learning to express themselves in the language.
They already have the prior knowledge to become proficient in these areas. It will just take their
commitment and effort to become the best they can.
The following table are the Puerto Rico Department of Education Content Standards and Grade Level
Writing Reading
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.
W.12.4 Compares, contrasts, evaluates, and critiques two or more forms of writing on similar topics to write a critical essay.
W.12.5 Organizes, synthesizes, outlines, and evaluates information to write a research paper; demonstrates voice and knowledge of
topic throughout the writing.
R.12.1 Evaluates context clues, reference sources, and vocabulary expansion strategies to assess word meaning; utilizes Greek
and Latin root words to extend vocabulary; classifies, applies, and analyzes vocabulary as academic, cultural, or contemporary
based on current trends.
R.12.2 Argues on characterization techniques and character development using text evidence to justify responses; evaluates the
setting in fiction and nonfiction; classifies point of view using text evidence to support responses.
R.12.3 Classifies genre, analyzes plot, establishes cause and effect; makes connections, predictions, and inferences in a variety of
texts; draws conclusions; analyzes and determines conflict and resolution; uses text evidence to validate responses.
R.12.4 Distinguishes between fact and opinion, infers and supports the main idea in a variety of texts; debates the theme or topic
using text evidence to justify and validate position.
R.12.5 Uses elements of poetry and plays to analyze, interpret, and compare and contrast styles, genres, topics, and themes;
debates using text evidence to justify position. Listening and Speaking
L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, to problem solve, to explain a process, and to express
opinions integrating comparison and contrast statements.
L/S.12.4 Expresses thoughts and opinions to evaluate text, debate current events, concepts, and literary elements; makes predictions and
inferences, as well as draws conclusions from listening to a variety of texts, performances, and multimedia sources; listens to sort and
prioritize information.
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Expectations for the 12th grade. The parts in bold are the parts that are covered during the thematic
unit.
The goals of this teacher work sample are well in alignment with the Puerto Rico Department of
Education Content Standards and Grade Level Expectations for the 12th grade in the following areas:
L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, to problem solve,
to explain a process, and to express opinions integrating comparison and contrast statements.
Students will be able to explain a process and express their opinions. In addition, students will
express their thoughts to evaluate text. In this case, they will evaluate their own texts when their
share their opinions based on the topics they select for their works.
R.12.1 Evaluates context clues, reference sources, and vocabulary expansion strategies to assess
word meaning; utilizes Greek and Latin root words to extend vocabulary; classifies, applies, and
analyzes vocabulary as academic, cultural, or contemporary based on current trends.
By writing, students will read reference works, use the dictionary, and other sources. This means
they will be assessing new vocabulary and applying them to their original work.
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.
Students will write original process essays, persuasive essays and biographies using the writing
process.
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III. Assessment Plan
Learning Goals Assessments Format of Assessment
Adaptations
Learning Goal # 1 After defining Process and
identifying transition words, students will write their own
process essay.
Alignment with PRDE C/S GLE:
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.
L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, to problem solve, to explain a process, and to express opinions integrating comparison and contrast statements.
Pre-test In small groups, students will write
and illustrate their simple processes.
Students will be given worksheets to write their: materials, steps, and
draw their processes.
Later, they will present them to the class.
Repeat and modify instructions as needed.
Topics provided
Worksheets provided
Coloring materials provided
Oral Report rubric provided
Defining process and coming up with example of processes is
helpful to activate prior knowledge.
Essay outline (parts and content)
explained.
Brainstorming worksheet provided.
Formative Assessment Students will define process
Students will list activities they do
that involve processes and why processes are important.
Collectively, student will brainstorm the word process in a web diagram. Using the words and phrases they came up with,
students will write their own definition of process.
Students will collectively come up with a list of activities that involve processes and why processes are
important
Post Test Students will write their own
process essays.
Individually, students will write their own process essays on any
activity (process) of interest.
Learning Goal # 2 After defining persuasion and the
three types of appeals (moral, logical, and emotional) students will be able to write their own
Persuasive essay.
Alignment with PRDE C/S GLE: 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. L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, to problem solve, to explain a process, and to express opinions integrating comparison and contrast statements.
Pre-test Students will write and draw their own persuasive advertisements on
social issues.
Students will present their work orally.
Students will write and draw their own persuasive advertisements on
social issues on a provided worksheet.
Repeat and modify instructions as needed.
Worksheet and Colored Pencils
provided
Formative Assessment Define persuasion
Distinguish the three appeals of
persuasive writing. (logical, emotional, moral)
Collectively, student will brainstorm the word persuasion in a web diagram. Using the words and phrases they came up with,
students will write their own definition of persuasion.
Students will watch a short video
entitled, Persuasive Writing to define and distinguish the three appeals of persuasive writing.
Video projected with audio.
Post-test Students will write and draw their own persuasive advertisements on
social issues.
Students will write their persuasive essay on the persuasive
advertisement they created.
Essay outline provided.
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IV. Design for Instruction
The design of the Writing thematic unit was based on the students’ needs and desires to
improve their writing skills in English. The pre-tests are actually practice exercises for the post-
tests. The pre-tests are done in groups, so that the students can join forces, contribute their
strengths, and improve their weaknesses. I realized they enjoy doing activities as a group. This
follows Vygotsky’s theory that explains that socialization leads to development. In this case it is
a development in the English language skills. I think it is great that they help each other, as long
as they are actually learning from each other. The following is the writing thematic unit which
specifies in detail the learning goals in alignment with the PRDE C/S & GLE, and the activities,
materials and values they encompass.
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Thematic Unit Overview:
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• Results of Pre-Assessment (Test) Learning Goal # 1
Student Performance
In small groups, students will write and illustrate their simple processes
-students participated in their groups to complete this
assignment.
-Results:
Although there were many spelling and verb tense errors, the students successfully listed their materials, and explained their steps using transition words. The table across this paragraph illustrates the grades the students obtained. This activity was worth 35 points. Only two students did not participate or turn in this activity therefore they receive a 0. Three students did not receive a perfect score because they did not use transition words in their processes. The remaining 22 students received a perfect score. Part of this assignment was illustrating the processes. They really let their creativity shine. The students have great artistic abilities. They were able to illustrate what they wrote. Across this paragraph is a sample work. The process was: How to Change a Diaper. This First activity really helped the students learn to use transition words, and to put steps in chronological order. This also helped them learn how to brainstorm and organize ideas for writing their Process essays.
Learning Goals & Alignment with PRDE C/S GLE
After defining Process and identifying transition words, students will write their own process essay.
□ W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions,
correct grammar, syntax, and style.
□ L/S.12.3 Uses appropriate language structure to analyze and evaluate issues, to problem
solve, to explain a process, and to express opinions integrating comparison and contrast
statements.
Process Writing Activity Grade Distribution
35-100% A 30- 86% B 0- 0% F
Figure 1: Process Writing Activity Grade Distribution
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11
4 5 5 2 02468
1012
50/50100%
A
49/5098% A
48/5096% A
47/5094% A
0/500% F
Persuasive Writing Activity Grade Distribution
Persuasive WritingActivity GradeDistribution
• Results of Pre-Assessment: Learning Goal # 2
Student Performance
In small groups, students will select a social issue of their choice and write 3 persuasive appeals to convince their audience that their opinion is correct. -Results: Students worked well in small groups, and were able apply their knowledge of the three appeals of Persuasive Writing. This assignment was worth 50 points. The students did a magnificent job. 11 students received 50/50 100% A 4 students received 49/50 98% A 5 students received 47/50 96% A 4 students received 0/50 0% F The students were able to grasp and practice the concepts successfully. Points were deducted for grammar, misspelling, and syntax errors. Four students did not complete their assignment and were unwilling to hand it in. The images across are sample works made by the students. These are the advertisements that went along with their three persuasive appeals. Some of the topics they chose were: -Improving PR’s Public School Systems by installing air conditioning in classrooms -Anti-Abortion campaigns -Anti-Bully Campaigns -Anti-Drug Campaigns -No Texting while Driving -Puerto Rico’s Statehood -and more The students were passionate about the topics they chose. With these exercises, they were able to practice producing moral, logical, and emotional appeals. They were also able to express themselves through persuasion with appeals to back up their opinions. This activity served as a brainstorming activity for their Persuasive essays.
Learning Goals & Alignment with PRDE C/S GLE
After defining persuasion and its three appeals (moral, logical, and emotional) students will make their own persuasive advertisements by writing their three original appeals and illustrating them in an advertisement.
Figure 2: Persuasive Writing Activity Grade Distribution
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5. Instructional Decision Making-
Example One:
One of the crucial decisions I made while observing my students before applying this thematic
unit, was to have them do the exploration/conceptualization phases in groups. I noticed that the
students cooperate with each other and develop skills with each other’s help. Therefore, Vygotsky’s
Social development theory was applied. It states that development stems from social interaction. What
a better way to learn than together. So, instead of students’ diving into the projects on their own, They
got the opportunity to test the shallow waters with their friends, so that when time came to do it alone,
they would have the tools (knowledge) and the confidence to do it on their own. This activity really
lowered their Affective filters and enhanced their performance.
Example Two:
Another crucial decision that was made was the creation of the worksheets. Nearly 100% of the
students of the group are visual learners. They needed a visual guide to go along with the instructions.
In fact, with the use of the projector their productivity increased 100%. They were focused and on task,
whereas when they didn’t have any visual aid (because the blackboard was so worn out it could not be
used for writing) they were lost, they didn’t have a focal point to concentrate on so they would drift off
to their cell phones or their own private conversations. Therefore, for every task the decision was made
to create worksheets with the detailed instructions and space for them to work. The tasks they did
could have been done in their notebooks, but with the worksheets they were much more organized and
sure of what they had to do in order to accomplish their assignments. These worksheets truly facilitated
their learning.
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Another time that a change in the design for instruction was required was when the students
were writing out their essays. Originally, the plan was that they could write their essays in just one 50
minute period. However, because of lack of English skills, they took longer than expected. More time
was allotted for this activity because they were actively working, they just needed extra time because of
the language barriers. This extra time was very beneficial for them because they were able to use
dictionaries, consult each other, and follow the writing process more effectively. This change affected
the majority of the students positively because of the benefits mentioned above. However, the
students who work at a faster pace were left with nothing to do. Therefore, they were assigned as
classroom helpers. They guided their classmates and helped them complete their assignments. Giving
the students extra time to complete their assignments improved their progress toward the learning
goals because they were able to have deep and meaningful work periods instead of rushing to finish the
assignment on time. They were able to think, share, revise, and improve their work and in the end turn
in the best of them.
6. Analysis of Student Learning
First Learning Goal: After defining Process and identifying transition words, students will write their own process essay.
This goal was meant to help students develop their English writing skills, through the practice of
writing a Process essay. The results of the Pre-Post Tests of the thematic unit are as follows:
22
3 2 0
5
10
15
20
25
35-100% A 30- 86% B 0- 0% F
PRE-TEST PROCESS WRITING ACTIVITY GRADE DISTRIBUTION
Process Writing Activity Grade Distribution
4
1
7
1
4
1 1
2 2
4
0
1
2
3
4
5
6
7
8
50-100% A 49- 98% A 48- 96% A 46- 92% A 45- 90% A 44- 88% B 40-80% B 34- 68% D 20- 40% F 0- 0% F
POST-TEST PROCESS WRITING ACTIVITY GRADE DISTRIBUTION
Process Writing Activity Grade Distribution
Figure 2: Pre-Test Process Writing Activity Grade Distribution
Figure 3: Post-Test Process Writing Activity Grade Distribution
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During the Pre-test, the majority of the students, twenty two students received a perfect score,
three students got a B, and two students did not complete their assignments. They only skills the
students were lacking was the use of transitional words (First, second, third, next, after that, finally) and
spelling errors. I noticed that students would spell out the words as they sound in Spanish. For
example, instead of blanket, one student spelled “blanquet”. However, because they were able to work
together for this assignment they did do better than individually. The Post-test records showed that the
students were able to excel as writers because they successfully wrote their Process Essays. Figure 3
illustrates the results of the Post-test by number score (50/50, 49/50, and others), bur for the purpose
of this essay they will be described by letter grades (A, B, C, D, F). 17 students received an A. That
means 63% of the class did an excellent job with their transition words, grammar, spelling, and basic
paragraphs of an essay. The rest of the scores consist of 2 B, which is 7% of the course, and 6 F, which is
22% of the class. The students who received an F, either did not turn in their assignments or turned in
incomplete assignments (for example, only the brainstorming worksheet). Nevertheless, the majority of
the students were able to meet the learning goal in alignment with the PRDE Content Standard and
Grade Level Expectations by writing excellent essays with all the expected components.
Second Learning Goal: After defining persuasion and the three types of appeals (moral, logical, and emotional) students will be able to write their own Persuasive
essay.
This goal was meant to help students develop their English writing skills, through the practice of writing
a Persuasive essay. The results of the Pre-Post Tests of this thematic unit are as follows:
The Pre-Test of the Persuasive Writing
Activity was actually the first part of the Post-
Test. Therefore there is only one score for the
Persuasive Writing Assignment. The Pre-Test
consisted in the planning, or brain storming
phase of writing the essay. This was worth 20
11
4 5 5 2 02468
1012
50/50100%
A
49/5098% A
48/5096% A
47/5094% A
0/500% F
Persuasive Writing Activity Grade Distribution
Persuasive WritingActivity GradeDistribution
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points, and the essay itself was worth 30 points for a grand total of 50 points. All of the students, with
the exception of the two students that did not participate in the activity, received a 20/20 in the Pre-
test. They were able to successfully come up with Moral, Logical, and Emotional appeals to persuade
their audience (peers) on their point of view of the social issue they chose. Those students who received
an F, where decided on not participating even though they were given multiple opportunities, they were
handled separately, nonetheless. The post part was the essay itself on the social issue using the
appeals. The students had an improvement in the grammar and spelling of their essays because they
already had the practice of the previous writing assignment. However, this time there were more errors
in syntax because the students write the sentences with Spanish sentence structures. Also, there were a
few errors in verb tenses. Overall, this part of the Writing Thematic Unit was a success, the students
definitely enjoyed the Pre-Test part more, because it involved research, art, and other activities.
However, doing this part first made writing the essay all the more simple and meaningful because
basically they were just reporting on their findings and opinions. Because all of the criterions were
covered, and the vast majority completed their assignments successfully, it is safe to say that this part of
the Thematic Unit is an effective tool for facilitating the learning process of students.
7. Reflection and Self Evaluation
After reviewing the scores my students obtained in both activities of this Thematic Unit, I can
proudly say my students did achieve the learning goals I proposed in alignment with the Puerto Rico
Department of Education Content Standards and Grade Level Expectations. The students are very
creative and unique, so I was proud they were able to channel these two characteristics they possess
towards writing. Also, I know they enjoyed working on illustrations to go along with their written work.
The completion of this part of the activity (the illustrations) shows commitment and interest. Most
importantly it makes the writing all the more meaningful because the students feel proud and are
invested in their hard work. Although they still commit spelling and syntax errors in writing, now they
are more aware of them when it happens, which is a huge improvement. With more practice activities
like this they will surely continue becoming better writers.
I believe the learning goal with which the students were most successful was with learning goal
2, which involved the writing of the Persuasive essay. I believe the possible reasons for their success is
that: they were more motivated with this assignment because they were able to choose a social issue
they were passionate about to express themselves upon it, and that they already had the practice of
writing an essay with the Process essay, which was assigned directly before the Persuasive essay.
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Therefore, the success of this part would only be expected. The students absolutely love debating and
expressing themselves, and most of the issues were highly debatable, so they were not quiet when it
came to defending their point of view. For example, on the very last day of presenting their appeals, the
very last group to present wanted to persuade the audience that Puerto Rico should vote for statehood.
The remaining minutes of the class broke out in a full on pro vs. con debate. I even had to sit them on
opposite sides of the room because they were getting to rowdy. Either way I feel great when students
are so passionate about their work.
My students were equally successful in both learning goals, however there is still a lot of room
for improvement in their spelling and syntax. I mostly noticed that their mistakes stem from them
literately translating their thoughts into the English Language by following the Spanish sentence
structure and sounds, for spelling. This did improve as they received more writing assignments, because
they were starting to be aware of the small differences between the ways we write both languages that
mean all the difference. This is a huge first step because from now on, the students will use their
knowledge on these differences when writing in English. Becoming spotless English writers will take
time, but all of them have the capacity and capability to do so. In the future I would tackle this problem
of English sentence structure and spelling by teaching the English sentence structure as a unit before
giving writing assignments because this was where most of the students lost the most amount of points
on. As for the spelling, that only comes with practice and the exposure to the language. I would do a
reading unit before a writing unit and provide more written examples so that the students are more
exposed to all the most frequently used vocabulary words. In addition, reading comes before writing in
the natural order of learning the language arts. Another change I would do to this Thematic Unit is that
I would publish the students’ works on a bulletin board so that the entire school population could see
their exemplary work as ESL students. The works were however hung up on the classroom walls for
their other classmates to contemplate.
As a teacher I think I did a good job in guiding them towards the learning goals, and facilitating
their learning. I prepared Powerpoint Presentations, worksheets and rubrics to facilitate the process. I
also helped them individually during the periods when they were doing small group work, or individual
work. However, it would have been a more successful unit if I would have shown them written
examples of their assignments. Because I basically just gave them the instructions and took them step
by step. Seeing the finished product beforehand would have been a great aid. So my professional
learning goal 1 would be to always provide examples for the students. My professional learning goal 2
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would be to pace time better. The students worked on their essays for quite a few days, and although
everyone, with the exception of the unwilling participants, took advantage of the time. The problem is
that it was not a structured time to work. Next time, I plan on dividing the completion of different part
of the essays by dates. For example-day one would be to write the introduction of their essays, day two
would be for the body paragraphs and day three would be for the conclusion, day four would be for
peer reviews, day five would be to revise and hand in the final version. This way, the class is more
structured and everyone is on the same page.
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