Reflection: Grade Book and Data Analysis Deconstructing Two Cities: Plot Review and Analysis Workshop (Day 2 of 2) - Section 4: Exit Slip and Final Thoughts for Semester One


This term has gone by so fast! I always feel that way at the end of a semester, which often brings feelings of a bittersweet nature. I'm halfway through my year with these students and halfway through this project. Both of these things bring relief and a twinge of sadness as I think about how fast second semester will inevitably go as well. But I digress...

One big thing I want to reflect on as this semester ends is the state of my grade book. This semester will end with more failing students and more A students than I have ever had. I've been thinking about this a lot. The students who are failing, as a group, are failing because of significant missing work, all of which is formal writing. And their percentages are really low. I have about 25 summative assessments in my grade book, which means they have had plenty of opportunities to meet the standards over the course of the semester, but have not always taken those opportunities. On the flip side, I have so many students with A's in my class. They have had the same number of assessments and have done spectacularly well.

I have some theories about this spectrum. The most apparent one is that I feel pretty confident that the majority of my students are capable of meeting the Common Core State Standards and, in many cases, exceed them. However, those who are not being successful are being really unsuccessful. I think this might be caused by the shift in my instruction/assessment practices that have made it harder for students to hide when they aren't able or anxious about their ability to produce good work.

In any case, I have much to think about over my break and into the beginning of semester two. I would like to narrow my failure rate substantially and will need to put some interventions into place to make sure that my students who are failing aren't failing for lack of support.

  End of a Term Grades
  Grade Book and Data Analysis: End of a Term Grades
Loading resource...

Deconstructing Two Cities: Plot Review and Analysis Workshop (Day 2 of 2)

Unit 8: Literary: Analysis of Plot and Character Development in A Tale of Two Cities
Lesson 11 of 11

Objective: SWBAT analyze and discuss the structure of A Tale of Two Cities by working with a small group to determine what Dickens is doing and why he is doing what he is doing.

Big Idea: A Tale of Two Cities jumps from city to city. It's time to figure out why.

  Print Lesson
Add this lesson to your favorites
Similar Lessons
Unveiling the Familial and Financial Bonds Between Troy and Gabriel in Fences, Act 1 Scene 2
9th Grade ELA » Fences: Character and Theme Analysis in Drama
Big Idea: Am I my brother's keeper? Troy's conscience will tell you the truth!

Environment: Urban
Donna Fletcher
Analyzing Poetry: The Human Experience in Rhythm (2 of 2)
10th Grade ELA » What It Means to be Human
Big Idea: Can we apply analytical skills to poetry?
Independence, MO
Environment: Suburban
Lindsay Thompson
Words in Context: The Amazing Race to "The Cask of Amontillado" (Day 1 of 2)
9th Grade ELA » Actions and Reactions in The Cask of Amontillado
Big Idea: Making meaning with a partner is much more fun as students determine the meaning of words in context and start The Amazing Race
Bel Air, MD
Environment: Suburban
Paula Stanton
Something went wrong. See details for more info
Nothing to upload