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Work%Sampling% William%Rodick% George%Mason%University

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Table&of&Contents&
% WORK%SAMPLING%DESCRIPTION! CONTEXT! ! INSTRUCTIONAL!AND!ASSESSMENT!PLAN! ! ANALYSIS!OF!STUDENT!LEARNING!RESULTS! ! REVISION/REFLECTION! ! REFERENCES! % % SUPPLEMENTARY%MATERIALS! LANGUAGE!A!RUBRIC!CLARIFICATIONS! ! LEARNER!ALPHA!PROFILE! ! LEARNER!BETA!PROFILE! ! LEARNER!GAMMA!PROFILE! ! MYP!UNIT!PLANNER! ! LEARNER!GAMMA!WORK!SAMPLE!AND!RUBRIC! 18! 18! 19! 22! 25! 28! 3! 3! 4! 11! 15! 17!

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During%the%first%quarter%of%this%school%year,%the%MYP%Year%5,%10th%grade% students%of%my%Language%A%English%course%worked%in%a%unit%titled,%Cultural% Revolution.%The%class%size%is%small,%with%a%total%of%seven%students.%I%had% instructed%five%of%these%students%in%the%past,%and%two%of%the%students%were% studying%English%in%a%Language%B%course%previously.%For%this%sampling,%I%will% focus%on%three%students.%I%have%instructed%Learner%Alpha%and%Learner%Beta%for% two%years.%Learner%Alpha%is%incredibly,%and%appropriately,%ambitious.%We% discussed%early%in%the%year%that%she%requires%challenge,%and%for%this%course,%she%is% classified%as%an%honors%student.%Leaner%Beta%is%becoming%ambitious,%but% recognizes%his%learning%roadblocks.%He%creates%his%own%challenge%on%occasion,% but%has%only%recently%felt%empowered%and%motivated%about%his%education.% Learner%Gamma%is%new%to%Language%A%English,%and%is%uncomfortable%with%the% language.%She%remains%quiet,%but%has%an%obvious%aptitude%for%Language%A%study,% which%was%cultivated%in%her%Language%A%Portuguese%courses.%% Escola%Americana%de%Belo%Horizonte%is%a%small%international%school%that% follows%both%Brazilian%and%American%curriculum,%and%is%both%IB%PYP%and%MYP% authorized.%There%are%about%190%students%from%preYkindergarten%classes%through% the%12th%grade%year%of%high%school.%Class%sizes%are%small,%and%allow%for%greater% personal%attention%than%is%expected%at%most%schools.%Because%requirements%for% both%the%American%and%Brazilian%programs%must%be%fulfilled,%students%have% intense%schedules,%and%are%enrolled%in%12Y14%courses%at%one%time.%Additionally,% we%have%a%sports%program%that%requires%great%dedication%because%of%its% competitiveness,%and%we%offer%many%extracurricular%activities,%such%as%National% Honor%Society,%Model%United%Nations,%a%student%council%organization,%and%various% clubs.%Students%become%quite%involved%in%these%organizations,%usually%partaking%

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in%multiple%extracurricular%programs%at%a%time;%need%is%created%by%our%small% student%population.%Students%become%overstretched,%and%have%little%time%for% homework%or%involvement%in%projects%outside%of%class.%% Our%class%works%within%two%different%rooms,%which%are%more%than%large% enough%to%manage%our%class%size.%As%an%administrator,%I%do%not%have%my%own% classroom,%so%we%meet%twice%per%week%in%one%room,%and%once%per%week%in% another.%Both%rooms%have%desks%that%can%be%moved%around%easily%to%allow%for% pairing,%grouping,%and%joining%in%a%circle%for%discussion.%Our%physical%classroom%is% complemented%through%online%interactions,%using%the%social%academic%platform,% Edmodo.%Online,%our%classroom%discussions%continue,%students%submit%work,%they% receive%feedback,%we%organize%our%schedules,%and%we%collaborate.%This%platform% also%allows%for%parent%communication,%but%few%take%advantage%of%this%service.% Parents%are%capable%of%informing%themselves%of%student%workload,%project%due% dates,%and%many%other%aspects%of%this%communication%suite.%Outside%of%Edmodo,% communication%with%parents%occurs%through%progress%reports%(halfway%through% each%quarter),%report%cards%(at%the%end%of%each%quarter),%and%parentYteacher% conferences%(at%the%end%of%the%first%and%third%quarters).%Parents%also%feel% comfortable%scheduling%appointments%with%teachers%when%they%wish%for%more% insight%into%their%childs%progress%outside%of%these%set%instances%of% communication.% At%the%start%of%the%year,%I%wanted%to%allow%for%greater%inquiry,%personal% interactions%with%the%curriculum,%more%thinking,%a%greater%understanding%of%the% MYP%and%its%interaction%with%the%curriculum,%and%more%realYworld%applications%to% the%material.%The%students%chose%the%novel%for%us%to%collectively%read%(Balzac&and& the&Little&Chinese&Seamstress),%researched%its%context%to%determine%a%suitable%area%

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of%interaction,%and%developed%the%significant%concept%and%unit%question%(all%with% minimal%guidance%from%me).%Early%in%the%year,%readings%and%small%writing%pieces% allowed%greater%understanding%of%student%strengths,%areas%of%need,%and%levels%of% ability.%Students%started%reading%the%novel%at%the%beginning%of%the%quarter,%and%we% had%many%classes%that%focused%on%discussion,%sharing%of%notes,%and%peer%and% instructor%review%of%notes.%We%shared%our%findings%as%a%class%and%collectively% moved%towards%an%understanding%of%the%types%of%notes%that%would%help%lead%us% toward%valuable%readings.%Students%took%notes%to%develop%assertions%and% evidence%that%could%fit%analysis%for%a%variety%of%essay%prompts.%%% We%focused%our%work%towards%responding%to%the%novel%once%the%majority% of%the%class%was%about%halfway%through%the%reading.%Over%a%period%of%about%three% to%four%weeks,%students%worked%through%several%formative%and%reflective% exercises%in%order%to%write%an%essay%in%response%to%Balzac&and&the&Little&Chinese& Seamstress.%This%began%with%an%examination%of%the%Language%A%MYP%rubrics.%Our% class%reviewed%the%rubrics,%talked%about%past%examples%of%work%that%could%fit% within%the%bands%of%the%rubric,%and%discussed%examples%of%the%notes%they%were% currently%taking%that%could%help%them%write%a%response%matching%the%rubrics% expectations.%This%discussion%began%with%students%individually%examining%the% rubrics%for%vocabulary%uncertainty%and%conceptual%doubts.%Following%that% examination,%pairs%discussed%their%doubts,%and%then%the%whole%group%discussed% the%rubric%and%used%examples%to%express%themselves%in%that%discussion.%After%this% discussion,%we%connected%the%rubric%requirements%to%previous%discussions%of%the% novel%and%the%area%of%interaction.%Students%individually%considered%topics%for%an% essay%prompt.%Students%then%shared%as%they%wrote%ideas%on%the%board.%As%a%group,% we%narrowed%these%ideas%towards%a%prompt%that%we%thought%reflected%the%area%of%

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interaction%(environments),%would%provide%an%opportunity%to%challenge%our% understanding%of%the%significant%concept%(Individuals%within%and%as%a%society%are% the%elements%responsible%for%bettering%situations.),%and%would%give%us%a%great% opportunity%to%develop%an%answer%to%the%unit%question%(How%can%individuals%and% societies%learn%from%situations%that%seem%beyond%control?).%This%type%of%work% allowed%for%great%formative%assessment.%I%was%able%to%ascertain%the%depth%of% reading%and%the%understandings%of%our%broader%concepts.%Learner%Alpha%and% Learner%Beta,%who%are%both%eager%to%interact,%provided%great%responses%to% indicate%conceptual%understanding%of%the%unit.%Learner%Gamma,%who%I%had% learned%up%to%this%point%was%not%comfortable%talking%aloud,%but%could%be%assessed% during%her%interactions%with%other%students,%demonstrated%understanding%of%the% novel%that%went%beyond%the%superficial,%but%was%expectedly%lacking%the%depth%of% analysis%of%most%students.%All%students%played%a%part%in%developing%our%essay% prompt,%and%understood%how%to%begin%shaping%their%understanding%through% future%notes%and%discussions%while%keeping%the%prompt%in%mind:%Use%as%much% textual%evidence%as%possible%to%determine%Dai%Sijies%opinion%of%class%difference%or% reeducation%in%essay%form.%% % To%build%upon%knowledge%of%the%writing%process,%we%examined%how%to%

preYwrite%through%a%study%of%John%Donnes%The%Sun%Rising.%I%knew%that%when%I% chose%the%poem,%it%would%be%complicated%for%most%learners.%I%had%a%feeling% Learner%Alpha%would%grasp%the%greatest%understanding,%based%on%previous% studies%of%poetry,%and%I%knew%that%Learner%Gamma%would%have%great%difficulty% with%the%poems%diction%and%language.%The%poem%touches%upon%some%of%the%same% ideas%of%the%novel,%in%assessing%what%is%important%in%life%beyond%the% classifications%that%we%create%for%ourselves,%especially%through%class%and%titles.%I%

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asked%students%to%analyze%the%poetry%to%the%extent%that%they%studied%poetry%in% past%courses%and%across%other%disciplines.%After%giving%students%some%time%taking% notes,%they%shared%their%annotations%with%each%other%(Learner%Alpha%worked% with%Learner%Gamma,%and%Learner%Beta%worked%with%another%intermediate% learner).%I%then%asked%them%to%enhance%those%notes%by%making%connections%to%the% area%of%interaction%and%our%reading%of%the%novel.%As%students%discussed%in%pairs,%I% was%able%to%prompt%them%to%ask%greater%questions%about%the%poem,%and%consider% elements%they%overlooked.%I%needed%to%provide%more%prompting%to%Learner%Betas% pair%than%the%pair%of%Learner%Alpha%and%Learner%Gamma,%which%gave%me%great% information%about%student%interactions%and%the%ability%for%this%pair%to% complement%each%others%strengths.%When%we%gathered%as%a%group,%students% shared%the%insight%gained%through%pair%work,%while%following%the%assertionY evidenceYanalysis%model.%Following%discussion,%students%began%to%preYwrite%a% response%on%paper.%We%had%worked%with%preYwriting%before,%but%this%work%was% focused%upon%creating%statements%that%follow%the%assertionYevidenceYanalysis% model.%This%was%a%concept%that%Learners%Alpha%and%Beta%had%encountered%with% me%before,%but%the%concept%was%new%for%Learner%Gamma.%Students%shared%their% preYwriting%with%each%other,%just%as%they%had%shared%notes%previously.%It%is%here% that%I%could%gauge%independent%understanding%that%was%to%be%carried%over%from% pair%and%group%discussion.%The%preYwriting%represented%the%expectations%I%had% developed%from%listening%to%earlier%pair%work:%Learner%Alpha%was%able%to%give% great%suggestions%using%her%work%as%an%exemplar%for%Learner%Gamma,%and% Learner%Beta%was%more%capable%of%demonstrating%understanding%through% discussion%than%through%his%preYwriting.%We%discussed%preYwriting%as%a%class,% with%all%students%sharing%the%best%parts%of%their%work.%We%reviewed%creating%

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statements%using%the%assertionYevidenceYanalysis%model,%and%improved%upon% examples%from%the%class%for%demonstration.% % In%a%later%class,%students%read%two%articles%related%to%the%novel:%Witness:%

Nostalgia%for%Mao%era%lives%on%35%years%after%his%death%in%that%days%edition%of% Reuters,%and%China%struggles%to%tame%microblogging%masses%in%that%days% edition%of%Dawn.com.%These%articles%were%chosen%for%their%differing%levels%of% difficulty%and%degrees%of%direct%relationship%with%the%novel.%The%exercise% associated%with%these%readings%was%to%build%upon%previous%practice%of%analyzing% a%reading%while%focusing%on%connections%to%the%conceptual%understandings%of%our% unit%and%the%novel%to%create%individual%student%responses.%Students%were%given% both%articles,%and%needed%to%read%both%articles%while%taking%notes,%but%they%could% choose%either%article%(or%both)%to%use%in%creating%a%response%that%connected%to%the% novel.%%Students%were%again%expected%to%annotate%their%readings,%develop%notes,% preYwrite,%and%this%time%they%were%to%write%actual%responses.%These%responses% did%not%need%to%be%full%essays,%but%needed%to%include%assertions,%evidence,%and% analysis.%Students%used%their%rubrics%as%guidelines.%As%students%read%and%took% notes,%I%walked%around%to%answer%questions,%prompt%further%thinking,%and%make% suggestions%about%note%taking%related%to%each%individual.%I%had%to%provide% Learner%Gamma%with%a%great%deal%of%assistance%in%interpreting%the%texts.%The% same%was%necessary%for%another%learner%who%was%also%in%Language%B%English%the% year%before.%This%led%me%to%believe%that%I%should%have%provided%more%contextual% study%of%the%time%period.%Learners%Alpha%and%Beta%required%far%less%help,%but% Learner%Alpha%had%difficulty%determining%her%approach,%and%Learner%Beta%needed% to%go%back%into%the%readings%to%find%more%information,%as%his%first%reading% provided%him%with%only%a%superficial%understanding%of%the%articles.%Learner%Alpha%

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worked%with%Learner%Beta%to%discuss%note%taking%with%him.%Other%students%also% began%pairing%up,%and%with%the%odd%number%of%students,%I%provided%Leaner% Gamma%with%more%assistance,%as%the%other%struggling%learner%was%paired%with% our%other%honors%student.%Students%continued%to%help%each%other%as%they%built%full% responses.%I%walked%around%some%after%guiding%Learner%Gamma%enough%that%she% could%work%independently,%%so%that%I%could%push%students%to%use%the%assertionY evidenceYanalysis%model.%Once%students%completed%their%responses%(which% required%more%than%one%class),%they%peerYreviewed%those%responses%while%using% the%rubrics%(and%the%grades%they%gave%each%other)%to%guide%discussion.%We%talked% as%a%class%about%strengths%and%areas%of%need.%Students%reflected%at%the%end%of%that% discussion%so%that%they%could%consider%ways%to%capitalize%on%their%strengths%for% the%essay%that%they%knew%we%would%be%writing%later.%% % We%examined%the%rubrics%in%considering%the%essay%prompt%that%students%

had%previously%developed.%The%students%demonstrated%fairly%accurate% understanding%of%the%rubrics%when%we%reviewed%them%before,%but%I%wanted%them% to%be%perfectly%equipped%to%create%their%essays.%In%our%examination%of%the%rubrics,% students%looked%over%their%notes,%considered%the%essay%question,%and%attempted% to%develop%clarifications%for%the%top%four%bands%(3Y10)%of%the%criteria%for%content% and%organization.%After%students%worked%on%this%with%some%difficulty,%I%grouped% them%based%on%ability%and%previous,%formative%assessment.%Learners%Alpha,%Beta,% and%Gamma%were%all%in%different%groups,%as%they%represent%the%different%levels%of% our%classroom%spectrum%of%ability.%This%was%an%excellent%exercise%to%get%students% thinking%about%specific%elements%required%to%score%well.%One%issue%with%this%work% is%that%I%was%too%much%of%a%part%of%the%process,%as%students%needed%more%guidance% with%this%than%with%the%other%activities%that%were%leadYins;%however,%now%the%

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students%had%clarifications%that%would%provide%them%with%specific%focus%in%writing% their%essays.%Also,%the%conversations%we%had%were%beneficial%to%give%them%realistic% goals%for%their%writing.% % When%students%finished%their%readings,%it%was%time%to%write%drafts%of%the%

essays.%Before%writing,%students%spent%time%expanding%on%notes%and%preYwriting,% and%peerYreviewed%that%preparation.%After%drafting%essays,%I%introduced%a%form% that%I%created%for%the%students.%In%their%Edmodo%profiles,%students%found%forms% that%required%them%to%gauge%their%draft%writing.%The%form%breaks%down%the% criteria%into%smaller%elements%and%band%descriptors.%Students%went%about% grading%themselves%using%these%forms.%Once%they%finished,%students%reviewed%the% scores%they%provided%for%themselves,%and%looked%for%the%portions%that%seemed%to% require%the%greatest%attention%for%redrafting%essays.%Students%discussed%findings% in%pairs.%They%then%found%different%pairs,%and%evaluated%each%other%in%the%same% manner.%This%was%helpful%for%the%students%because%it%allowed%them%to%see%their% essays%in%realistic%terms.%Although%the%rubrics%remained%subjective%to%them,%and% they%noticed%discrepancies%in%the%grades%scored%by%different%people,%they%were% getting%closer%to%objective%understanding%of%the%essay%requirements.%% % Students%later%edited%these%essays,%and%submitted%new%drafts%to%me%online.%

This%class%started%with%a%reflection,%in%which%all%students%shared%their%thoughts% about%the%essays,%the%novel,%and%how%it%all%connected%to%our%unit.%As%students% considered%that%reflection,%and%then%edited%their%essays%for%a%final%draft,%I%created% the%opportunity%to%discuss%particulars%of%each%students%writing%with%him%or%her% on%an%individual%level%through%workshops.%The%workshops%allowed%me%to%discuss% the%clarifications%that%we%had%come%up%with%previously,%and%the%discussions%were% very%specific%to%each%students%ability%and%areas%of%need.%%

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After%students%submitted%their%final%essays%to%me,%I%evaluated%them%using%

the%MYP%Language%A%rubrics,%keeping%in%mind%the%taskYspecific%clarifications%that% supplemented%each%students%assessment.%When%I%returned%these%essays%to% students,%we%took%the%opportunity%to%reflect,%and%through%that%reflection,%I%met% again%with%students%in%individual%workshops%to%discuss%the%grades%they%received,% and%how%they%were%related%to%the%rubric%and%its%clarifications.%These%reflections% were%helpfully%revealing,%and%served%as%a%bridge%to%complete%this%work%and%lead% in%to%the%next%unit.%%% As%a%learner,%Learner%Alpha%is%frequently%successful,%and%it%is%for%this% reason%that%she%requires%additional%challenge.%She%consistently%considers%herself% and%her%learning%in%establishing%balance.%From%the%feedback%gathered%by%her% teachers,%her%profile%in%terms%of%learner%attributes%is%interesting.%The%faculty% seems%quite%accurate%in%assessing%that%the%attribute%with%the%greatest%room%for% improvement%is%riskYtaker.%Learner%Alpha%is%the%type%of%student%who%is%always% looking%for%the%right%answer.%She%is%direct%and%methodical,%which%occasionally% inhibits%her%creativity.%She%follows%directions%clearly,%and%is%often%concerned%with% what%the%teacher%wants%over%what%she%can%learn.%With%this%in%mind,%I%would%not% say%she%is%any%less%of%a%riskYtaker%than%many%of%her%classmates.%A%riskYtaker%takes% calculated%risks.%It%is%the%calculating%of%risk%probability%that%Learner%Alpha%does% best.%This%quality%goes%hand%in%hand%with%balance%and%reflection%Y%two%other% attributes%for%which%Alpha%is%usually%successful.%For%our%exercise%in%which% students%had%choice%between%two%articles%to%compare%to%our%novel%and%the%area% of%interaction,%Alpha%chose%one%article,%but%she%took%a%complex%approach%that% required%a%deep%understanding%of%the%text.%Many%would%argue%that%a%riskYtaker%

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would%take%the%greater%challenge%of%using%both%articles,%but%I%believe%a%real%riskY taker%makes%the%challenging,%but%accomplishable%choices.%% % Although%Learner%Alpha%commented%disappointedly%in%a%reflective%

discussion%on%the%unit%that%things%were%much%easier%than%last%year,%she%completed% the%same%type%of%exercise%that%she%had%completed%last%year%%a%complex%essay%that% requires,%contextual%understanding,%excellent%textual%comprehension,%and% conceptual%understanding%of%our%units%study%%but%with%greater%success.%Like% many%students,%she%associates%quantity%of%work%with%challenge.%In%saying%this,%I% believe%she%could%have%been%challenged%more%with%quality%as%well.%As%an%honors% student,%she%has%an%additional%project%that%she%is%working%on%over%the%course%of% the%semester,%but%I%have%not%given%her%stringent%enough%guidelines.%In%the%way% that%she%is%a%calculating%riskYtaker,%she%requires%some%push%in%developing%her% own%challenge,%and%this%is%something%that%I%will%demand%of%her%in%the%next%quarter.%% % Learner%Beta%is%a%student%who%is%capable%of%doing%well,%but%can%often%

produce%work%that%does%not%demonstrate%that%capability.%He%can%be%a%major%part% of%class%discussion%or%collaboration,%but%he%can%also%be%ill%prepared%or%seemingly% absent.%In%terms%of%his%approaches%to%learning%skills,%I%am%the%only%teacher% surveyed%who%believed%he%excels%in%organization,%whereas%his%other%instructors% generally%feel%he%is%below%average%in%this%area.%I%do%not%believe%that%Learner%Beta% is%a%completely%different%student%from%one%classroom%to%the%next,%but%his%effort%is% inconsistent.%Another%element%to%this%discrepancy%in%our%perception%of%Learner% Betas%habits%is%that%he%is%representative%of%the%average%student.%Average% students%are%the%hardest%for%us%to%focus%on,%so%a%great%deal%about%them%as%learners% goes%overlooked,%and%when%it%comes%time%to%evaluate%these%learners,%we%give% them%average%scores%even%when%they%may%not%be%producing%average%work.%

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Learner%Beta%has%benefitted%much%this%year%by%doing%that%which%most%average% learners%probably%need%to%do%in%order%to%break%out%of%being%average%%he%took% more%initiative.%Learner%Beta%has%been%full%of%distractions%over%the%past%couple% years,%and%his%learning%and%social%environments%had%been%full%of%those% distractions.%He%focused%more%on%popularity%and%his%online%presence%than%he%did% on%presence%in%the%classroom.%I%have%had%many%frank%conversations%with%Learner% Beta%over%the%past%couple%years%about%his%situation,%and%indirectly%from%those% conversations,%I%gleaned%that%I,%and%presumably%other%teachers,%also%overlooked% Learner%Beta%and%failed%to%make%his%learning%matter%to%him.%Fortunately,%he%has% reached%an%age%where%he%has%begun%to%think%about%his%future.%I%also%think%that%his% learning%environment%has%been%stimulated%by%a%reduction%of%social%demands,%and% the%learning%is%starting%to%match%his%future%needs.%Through%this%unit,%Learner%Beta% was%engaged,%but%he%was%disinterested%in%our%novel%and%some%of%the%other%works% we%studied.%In%reaction%to%his%reflections,%the%unit%to%follow%will%involve%a%scenario% in%which%students%choose%careers%for%which%they%can%complete%projects%that%are% assessable%in%the%Language%A%discipline.%The%mention%of%this%possibility%alone%has% excited%Learner%Beta,%a%student%who,%as%average,%is%often%not%the%focus%of%planning.% % One%area%of%strength%for%Learner%Beta%during%this%unit%was%his%empathetic%

reactions%during%discussions%of%the%novel%and%our%unit%question.%As%exemplified% by%the%characteristics%deemed%his%strongest%by%teaching%staff,%Learner%Beta%is%a% strongly%affective%student.%His%propensity%towards%being%caring,%openYminded,% principled,%and%reflective%(contrary%to%other%teachers%analysis,%Learner%Beta% consistently%considers%his%performance%and%how%to%learn%from%each,%proved% during%this%units%summative%assessment),%is%his%driving%force%for%engagement% with%learning.%Like%many%students,%delivery%of%continuous%information,%like%a%

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lecture%or%dataYdriven%reading,%does%not%hold%Learner%Betas%attention.%He% appreciates%the%speed%and%digestive%nature%of%information%as%he%receives%it%in%his% social%life,%and%although%we%do%have%to%prepare%him%for%university%life,%which% often%requires%and%tests%a%students%attention%span,%we%have%to%reach%him%at%his% current%level%and%build%him%towards%eventual%processing%of%larger%pieces%of% information.%Unlike%Learner%Alpha,%Learner%Beta%will%not%choose%the%more% complex%of%two%options,%but%I%believe%that%by%engaging%him%first%through%his% affective%nature,%Learner%Beta%will%develop%the%continued%inquiry%that%can%guide% him%through%more%complex%readings.%% % It%was%more%difficult%for%me%to%pinpoint%aspects%of%Learner%Gammas%

learning%style.%I%had%not%taught%her%before,%and%she%was%in%Language%B%English% before%being%promoted%to%my%course.%What%I%learned%about%learners%who%are% studying%in%a%nonYnative%language%is%that%the%knowledge%they%express%generally% plays%false%to%the%knowledge%that%they%have.%Such%is%certainly%the%case%for%Learner% Gamma.%In%the%beginning%of%this%unit,%Learner%Gamma%never%spoke,%and%when%she% did,%her%English%was%broken%and%laden%with%grammatical%errors.%If%I%had%focused% on%those%errors,%I%would%have%missed%the%complexity%of%thought%sparkling%behind% them.%The%insightful%observations%that%Learner%Gamma%was%likely%to%make%in%any% given%discussion%could%not%be%expected%in%a%forumYlike%environment.%As%I%learned% through%the%unit,%Gamma%expressed%herself%better%when%she%was%given%the% chance%to%consider,%and%when%she%could%get%feedback%on%her%ideas.%When%Gamma% was%given%opportunities%to%think,%write,%share%with%a%partner,%and%then%share% with%a%class,%she%would%produce%ideas%that%often%made%the%entire%class%reconsider% the%readings.%It%is%apt%that%so%many%of%Learner%Gammas%teachers%recognized%her% strength%in%the%attribute%of%knowledge,%and%I%hope%that%more%of%them%grow%to%

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understand%that%although%she%has%difficulty%with%on%the%spot%oral%communication,% she%is%actually%a%strong%communicator,%truly%capable%of%expressing%her%ideas% when%given%the%opportunity.%% % The%taskYspecific%clarifications%were%very%helpful%to%Learner%Gamma.%She%

became%intimidated%during%our%initial%peer%reviews%of%writing;%she%was% comparing%her%own%essays%to%students%who%had%studied%English%as%a%first% language%for%many%years.%She%lacked%confidence%when%we%first%began%writing%in% the%class,%and%the%taskYspecific%clarifications,%along%with%multiple%revisions%and% assistance%from%her%peers,%allowed%her%enough%ease%to%demonstrate%her%potential.% I%recognize%that%it%is%essential%to%continue%to%provide%Learner%Gamma%with%similar% support%in%future%assessments.%I%also%believe%it%is%true%that%the%aspects%of% pedagogy%that%work%for%learners%who%need%additional%assistance%represent% teaching%that%works%for%all%learners,%and%from%this,%I%will%provide%this%support%for% the%entire%class%in%our%next%unit.% % Involving%the%students%in%the%process%of%developing%conceptual%MYP%

components%such%as%the%AOI,%significant%concept,%and%unit%question%seemed%to% help%provide%students%with%a%point%of%view%that%moved%beyond%the%superficial.%I% think%this%could%have%been%enhanced%by%examining%the%context%of%the%novel%with% greater%attention,%getting%students%to%research%the%scope%of%historical%events% during%Maos%control%and%the%influence%of%that%position%on%other%nations%of%the% past%and%today.%I%will%include%more%research%in%the%second%semester%as%a%result.%% Allowing%students%multiple%attempts%at%work%helped%them%learn%the%process%of% writing%along%with%revisits%to%disciplineYbased%skills%like%comprehension.%I%need% to%be%more%diligent%in%checking%to%make%sure%students%are%completing%work,%even% if%they%are%absent.%%

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Although%I%had%a%variety%of%levels%and%abilities%to%work%with,%the%texts%I% chose%were%occasionally%too%difficult,%especially%Donnes%poem%and%the%research% paper%on%Persepolis.%I%should%provide%multiple%texts%to%allow%for%adapting%to% student%ability.%% As%much%as%I%believe%students%require%practice%writing%in%essay%form,%I% would%like%to%ensure%that%this%process%does%not%become%the%sole%focus%of%our% classroom%writing%or%form%of%expression.%In%the%future,%I%would%like%to%use%an% essay%as%an%interdisciplinary%project%that%will%take%less%instructional%time%to% complete,%and%also%allow%for%alternative%methods%for%expression%of%knowledge.% This%unit%provided%me%with%a%great%opportunity%to%try%involving%students%in%their% own%assessment.%It%proved%useful,%but%I%believe%it%will%prove%even%more%beneficial% as%we%compile%a%greater%amount%of%data.%Evaluations%of%work%are%still%focused% only%on%the%assessment%at%hand%rather%than%forcing%students%to%be%reflective% about%their%abilities%in%a%broader%sense.%% In%my%attempt%to%include%a%greater%emphasis%on%being%reflective%and% purposeful%thinkers,%I%believe%I%dropped%too%many%of%the%elements%of%rigor%that% students%will%require%as%a%base%of%knowledge%for%performing%well%in%more%roteY driven%work%such%as%the%AP%courses%many%will%take%part%in%next%year.%It%appears% that%there%must%be%a%balance,%and%this%will%be%a%focus%in%my%next%unit.%

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China%struggles%to%tame%microblogging%masses.%(2011,%September%8).%Dawn.com.%% Retrieved%September%9,%2011,%from% http://www.dawn.com/2011/09/08/chinaYstrugglesYtoYtameY microbloggingYmasses.html% Dai,%S.,%&%Rilke,%I.%(2001).%Balzac&and&the&little&Chinese&seamstress.%New%York:%% Knopf.% Jones,%T.%Y.%(2011,%September%8).%Witness:%Nostalgia%for%Mao%era%lives%on%35%years%% after%his%death.%Reuters.%Retrieved%September%9,%2011,%from% http://www.reuters.com/article/2011/09/08/usYchinaYmaoY idUSTRE7872EY20110908

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MYP%Language%A%Criterion%A:%Content%Rubric% Descriptor% 5D6% The%student%demonstrates%a!sufficient% understanding%of%the%text%and%topic,%and%an% awareness%of%the%authors%choices,%using% adequate%detail,%development,%and%support.% % In%creative%work,%pieces%reflect!some! imagination%and%sensitivity;%the%student% generally%employs%literary%and/or%nonDliterary% features%that!serve%the%context%and%intention.% % Terminology%is%usually%accurate%and% appropriate.% 7D8% The%student%demonstrates%a%good% understanding%of%the%text,%topic,%and%the% authors%choices,%using%substantial%detail,% development,%and%support.% % In%creative%work,%pieces%reflect%imagination%and% sensitivity;%the%student%employs%literary%and/or% nonDliterary%features%that%serve%the%context%and% intention.% % Relevant%terminology%is%used%accurately%and% appropriately.% %

Learner%Alpha% Clarification% Dai%Sijies%opinion%about% class%difference%or% reeducation%is%supported% by%ample%evidence%of% both%content%and%style.%

Learner%Beta% Clarification% A%statement%about%Dai% Sijies%opinion%is%made% that%has%direct%support% from%the%text.%That% statement%connects%to% class%difference%or% reeducation.% %

Learner%Gamma% Clarification% The%student%has%made% mention%of%Dai%Sijies% opinion,%but%mostly% summarizes%text.%Class% difference%or%reeducation% are%mentioned,%but%not% fully%developed.%

Author%purpose%is%clear,% and%his%opinions%are% proven%with%multiple% pieces%of%evidence%for% each%point%made%that%is% explained%thoroughly.%

Dai%Sijies%opinion%about% class%difference%or% reeducation%is%supported% by%ample%evidence%of% both%content%and%style.%

A%statement%about%Dai% Sijies%opinion%is%made%that% has%direct%support%from%the% text.%That%statement% connects%to%class%difference% or%reeducation.% %

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Criterion A, Part III Criterion A, Part IV

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Criterion C, Part III Criterion C, Part IV

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Organizational% Skills%

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Collaborative% Skills%

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Communicatio n%

% % %

Learner&Alpha&LP&
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Criterion A, Part III Criterion A, Part IV

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Criterion A, Part III Criterion A, Part IV

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MYP unit planner

Unit title
Teacher(s) Subject and grade level Time frame and duration

Cultural Revolution
William Rodick Language A English Year 5 1 Quarter

Stage 1: Integrate significant concept, area of interaction and unit question

%
Area of interaction focus
Which area of interaction will be our focus? Why have we chosen this?

Significant concept(s)
What are the big ideas? What do we want our students to retain for years into the future?

Environments

Individuals within and as a society are the elements responsible for bettering situations.

%
MYP unit question
How can individuals and societies learn from situations that seem beyond control?

Assessment
What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? Students will write (but may demonstrate through alternative medium) non-fiction that explains a situation in which someone has learned from an experience in spite of lacking control. It will also demonstrate reflection and learning, and it will pass on the lesson of that learning to the reader. This situation can be personal or it can be about another (or others). It will consist of research (a personal situation will contain mostly primary research). Which specific MYP objectives will be addressed during this unit?

A Content understand and analyse the language, content, structure, meaning and significance of both familiar and previously unseen written texts understand and apply language A terminology in context compare and contrast works, and connect themes across and within genres B Organization organize ideas and arguments in a sustained, coherent and logical manner

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C Style and language mechanics use correct grammar and syntax

29%

use correct spelling (alphabetic languages) or writing (character languages)

Which MYP assessment criteria will be used?

A Content

B Organization

C Style and language mechanics

Stage 2: Backward planning: from the assessment to the learning activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?

CCSS RL 1, 2, 6, 7, 9 RI 1, 2, 7 W 1c, 1e, 2b, 2f, 3a, 3b, 3e, 7, 8, 9b, 10

SL 1a, 1b L 2c, 4a,

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Organization In this unit, students will need to organize their work, their time, and the conveyance of ideas. Students use Edmodo to help develop and maintain organizational skills. Collaboration Students will collaborate frequently, even as a whole class (with ease since there are so few students) during classwork, but are also given the option for collaboration on their unit assessment. We will reflect frequently on their collaboration strengths and weaknesses. Communication Students frequently communicate their ideas verbally and through writing, including collaboration. They are encouraged to communicate in a variety of ways and through a variety of mediums, and will be given many opportunities to use an array of communication through classwork, but may also use any form for their unit assessment, so long as the form is assessable. Information Literacy Much information literacy during this unit will come in the form of analysis of multiple forms of literary and nonfiction media. They will also research at points, especially for the unit assessment, so students will practice the research skills of sorting through valid and invalid information that they have learned in previous years and subjects. Reflection Students reflect consistently, particularly during discussion, which has naturally taken on a metacognitive form that guides inquiry, which also leads to making connections between our work and its purpose. The most apt example is during rubric creation, in which students are metacognitive in adapting rubrics, and continue that reflection once they learn about self-performance. Thinking I am moving students away from thinking that is linear, for which they need to find a specific answer. By using more reflection and metacognition in our discussions, students are consistently questioning assumptions, and never taking an answer at face value. Transfer Through context, we are frequently making connections between our study and the study that occurs in other classes.

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Learning experiences
How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know?

Teaching strategies
How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?

%
Students are becoming familiar with rubrics by creating task-specific criteria for each assessment that is given. There are three different groupings for task-specific criteria: honors, standard, and entering. After students create the criteria, I adapt it, and we review it. Students use this information as they complete an assessment, and reflect upon performance afterwards. Students receive frequent and timely feedback on progress through formative assessment that takes on the form of discussion, group work, pair work, writing workshops, and guided reflection. Students will personalize their learning through individual evaluation and reflection, choice when given assignments, task-specific clarifications for assessment, and individualized attention.

Resources
What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students experiences during the unit?

Communication and assignments will be enhanced through the use of Edmodo. We will be reading Balzac and the Little Chinese Seamstress, poetry such as The Acts of Youth, and The Sun Rising, essays (Witness: Nostalgia for Mao era lives on 35 years after his death and China struggles to tame microblogging masses), and Persepolis.

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the Planning for teaching and learning section of MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflectboth on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Assessment
Were students able to demonstrate their learning?

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How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage?

Data collection
How did we decide on the data to collect? Was it useful?

Involving the students in the process of developing conceptual MYP components such as the AOI, significant concept, and question seemed to help provide students with a point of view that moved beyond the superficial. I think this could have been enhanced by examining the context of the novel with greater attention, getting students to research the scope of historical events during Maos control and the influence of that position on other nations of the past and today. I will include more research in the second semester as a result. Allowing students multiple attempts at work helped them learn the process of writing along with revisits to discipline-based skills like comprehension. I need to be more diligent in checking to make sure students are completing work, even if they are absent. Although I had a variety of levels and abilities to work with, the texts I chose were occasionally too difficult, especially Donnes poem and the research paper on Persepolis. I should provide multiple texts to allow for adapting to student ability. As much as I believe students require practice writing in essay form, I would like to ensure that this process does not become the sole focus of our classroom writing or form of expression. In the future, I would like to use an essay as an interdisciplinary project that will take less instructional time to complete, and also allow for alternative methods for expression of knowledge. This unit provided me with a great opportunity to try involving students in their own assessment. It proved useful, but I believe it will prove even more beneficial as we compile a greater amount of data. Evaluations of work are still focused only on the assessment at hand rather than forcing students to be reflective about their abilities in a broader sense. In my attempt to include a greater emphasis on being reflective and thinkers, I believe I dropped too many of the elements of rigor that students will require as a base of knowledge for performing well in more rotedriven work such as the AP courses many will take part in next year. It appears that there must be a balance, and this will be a focus in my next unit.

Figure 12 MYP unit planner

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Criterion(A:(Content((receptive(and(productive)(
Maximum:%10%

%
Achievement% Level% 0% 1G2% Level%Descriptor% The%student%does%not%reach%a%standard%described%by%any%of%the% descriptors%below.% The%student%demonstrates%a%very(limited%understanding%of%the%text% and%topic,%and%little(or(no%awareness%of%the%authors%choices.%There% is%little(or(no%detail,%development,%or%support.% % In%creative%work,%pieces%show%very(limited%imagination%or% sensitivity;%the%student%rarely%employs%literary%features,%or%employs% literary%and/or%nonGliterary%features%that%do(not(serve%the%context% or%intention.% % The%use%of%terminology%is%missing,(inconsistent%and/or%incorrect.%% The%student%demonstrates%limited%understanding%of%the%text%and% topic,%and%sometimes%shows%awareness%of%the%authors%choices,% although%detail,%development,%and/or%support%are%insufficient.% % In%creative%work,%pieces%show(limited%imagination%or%sensitivity;% the%student%attempts(to%employ%literary%and/or%nonGliterary% features;%these%sometimes(serve%the%context%and%intention.% % The%use%of%terminology%is%sometimes%accurate%and%appropriate.% Clarifications% % %

3G4%

The%student%has%made%mention%of%Dai% Sijies%opinion,%but%mostly%summarizes% text.% % %

5G6%

7G8%

9G10%

The%student%demonstrates%a(sufficient%understanding%of%the%text% and%topic,%and%an%awareness%of%the%authors%choices,%using% adequate%detail,%development,%and%support.% % In%creative%work,%pieces%reflect(some(imagination%and%sensitivity;% the%student%generally%employs%literary%and/or%nonGliterary%features% that(serve%the%context%and%intention.% % Terminology%is%usually%accurate%and%appropriate.% The%student%demonstrates%a%good%understanding%of%the%text,%topic,% and%the%authors%choices,%using%substantial%detail,%development,% and%support.% % In%creative%work,%pieces%reflect%imagination%and%sensitivity;%the% student%employs%literary%and/or%nonGliterary%features%that%serve%the% context%and%intention.% % Relevant%terminology%is%used%accurately%and%appropriately.% The%student%demonstrates%a%perceptive%understanding%of%the%text,% topic,%and%the%authors%choices,%consistently%using%illustrative% detail,%development,%and%support.% % In%creative%work,%pieces%reflect%a%lot%of%imagination%and%sensitivity;% the%student%employs%literary%and/or%nonGliterary%features% effectively%that%serve%the%context%and%intention.% % The%student%shows%a%sophisticated(command(of%relevant% terminology,%and%uses%it%appropriately.%

The%student%has%made%mention%of%Dai% Sijies%opinion,%but%mostly%summarizes% text.%Class%difference%or%reeducation%are% mentioned,%but%not%fully%developed.%

A%statement%about%Dai%Sijies%opinion%is% made%that%has%direct%support%from%the% text.%That%statement%connects%to%class% difference%or%reeducation.% %

Dai%Sijies%opinion%about%class% difference%or%reeducation%is%supported% by%ample%evidence%of%both%content%and% style.%

% %

( ( ( (

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Criterion(B:(Organization((
Maximum:%10%

%
Achievement% Level% 0% 1G2% Level%Descriptor% The%student%does%not%reach%a%standard%described%by%any%of%the% descriptors%below.% The%student%rarely%employs%organizational%structures%and/or% languageGspecific%conventions,%or%uses%those%that%do(not%serve% the%context%and%intention.% % The%work%is%generally%disorganized,(unclear,%and/or% incoherent.%% % The%student%employs%critical%apparatus%inappropriately%or%not( at(all.% The%student%sometimes%employs%organizational%structures% and/or%languageGspecific%conventions%that%serve%the%context% and%intention.%% % The%work%shows%the%beginnings%of%organization%but%lacks% coherence.% % The%student%employs%critical%apparatus%with%limited(success.% The%student%usually%employs%organizational%structures%and% languageGspecific%conventions%that%serve%the%context%and% intention.%% % The%work%is%generally(organized,(clear,(and(coherent.% % The%student%generally(employs%critical%apparatus%correctly.% The%student%consistently(employs%organizational%structures% and%languageGspecific%conventions%that%serve%the%context%and% intention.%% % The%work%usually(well(organized,%clear%and%coherent,%and%the% ideas%being%expressed%build(on(each(other.% % The%student%employs%critical%apparatus%correctly.% The%student%consistently(employs%sophisticated%organizational% structures%and%languageGspecific%conventions%that%serve%the% context%and%intention.%% % The%work%is(consistently(well%organized,%clear%and%coherent,% and%the%ideas%being%expressed%build%on%each%other%in%a% sophisticated%manner.% % The%student%integrates%critical%apparatus%correctly%and( effectively.% Clarifications% % %

3G4%

5G6%

Organizational%structures,%such%as% transitions,%paragraphs%evolved%from%main% ideas%and%support,%and%a%controlling%thesis,% may%be%present,%but%are%not%evident% enough%to%improve%readability%or% understanding%of%the%students%argument.% Some%confusion%is%directly%related%to%the% students%organizational%errors.% The%student%uses%some%organizational% structures,%such%as%transitions,%paragraphs% evolved%from%main%ideas%and%support,%and% a%controlling%thesis,%but%many%of%these% elements%do%not%come%together%fully%in%the% essay.%% The%student%occasionally%transitions%ideas% between%paragraphs.%% The%student%remains%focused%on%his%or%her% argument%in%each%paragraph.%% Ideas%are%mostly%related,%and%some%ideas% or%evidence%may%seem%to%be%tangents%from% the%thesis%or%main%idea.%% Transitions%guide%the%reader%from%one% paragraph%to%another.% The%student%guides%the%reader%through%his% or%her%argument%from%beginning%to%finish.%% Ideas%are%related.%Main%ideas%within% paragraphs%are%supported%with%related% evidence.%The%essays%thesis%is%supported% by%the%main%ideas%of%each%paragraph.%The% conclusion%brings%together%the%thesis%and% its%support.%

7G8%

9G10%

% % % % % % %

( ( ( ( ( (

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Criterion(C:(Style(and(language(mechanics((
Maximum:%10%

%
Achievement% Level% 0% 1G2% Level%Descriptor% The%student%does%not%reach%a%standard%described%by%any%of%the% descriptors%below.% The%student%employs%a%very(limited(range(of(appropriate%vocabulary,% idiom,%and%sentence%structure.%There%are%very(frequent%errors%in% grammar%and%syntax,%which%persistently(hinder(communication.% % There%is%little(or(no(evidence%of%a%register%and%style%that%serve%the% context%and%intention.% % These%are%very(frequent(errors%in%punctuation%and%spelling/writing,% which%persistently(hinder%communication.%%In%oral/presentation%work% there%is%little(or(no%competence%in%oratory%technique.% The%student%employs%a%limited(range(or(appropriate%vocabulary,% idiom,%and%sentence%structure.%There%are%frequent%errors%in%grammar% and%syntax,%which%hinder(communication.%% % There%is%some(evidence%of%a%register%and%style%that%serve%the%context% and%intention.% % There%are%frequent(errors%in%punctuation%and%spelling/writing,%which% hinder%communication.%In%oral/presentation%work%there%is%some% competence%in%oratory%technique.% The%student%generally%employs%a%range%of%appropriate(vocabulary,% idiom,%and%sentence%structure.%Grammar%and%syntax%are%generally% accurate;%occasional%errors%sometimes(hinder(communication.% % The%student%often(uses%a%register%and%style%that%serve%the%context%and% intention.% % Punctuation%and%spelling/writing%are%generally%accurate;%occasional( errors%sometimes(hinder%communication.%In%oral/presentation%work% there%is%adequate%competence%in%oratory%technique.% The%student%employs%a%range%of%appropriate%vocabulary,%idiom,%and% sentence%structure.%Grammar%and%syntax%are%accurate;%occasional% errors%rarely(hinder%communication.% % The%student%consistently(uses(a%register%and%style%that%serve%the% context%and%intention.%% % Punctuation%and%spelling/writing%are%accurate;%occasional%errors% rarely(hinder(communication.%In%oral/presentation%work%there%is%a% good(level%of%competence%in%oral%technique.%% The%student%employs%a%wide%and%effective%range%of%appropriate% vocabulary,%idiom,%and%sentence%structure.%Grammar%and%syntax%are% accurate;%very(infrequent%errors%do%not%hinder%communication.% % The%student%demonstrates%mastery%of%a%register%and%style%that%serve%the% context%and%intention.%% % Punctuation%and%spelling/%writing%are%accurate;(very(infrequent( errors%do%not%hinder%communication.%In%oral/presentation%work%there%is% a%high(level%of%competence%in%oratory%technique.% Clarifications% % %

3G4%

5G6%

7G8%

9G10%

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Work%Sampling%

35%

Learner%Gamma% Balzac%Essay% 10th%English% % In%the%book%Balzac%and%Little%Chinese%Seamstress%it%is%possible%to%see%what%the%author,%Dai%Sijie,%thinks% by%the%way%that%he%defines%the%reeducation.%For%Sijie,%the%new%method%of%learning%doesnt%work.%So,%the% author% only% portrays% the% negative% things% about% the% reeducation% where% the% people% are% suffering.% Therefore,%they%are%like%victims.%Even%though,%he%also%represents%hope%in%the%story%through%the%narrator% and%Luo%in%the%society.%Consequently,%he%defends%the%idea%that%people%cant%give%up%in%what%they%believe% and%want.% % This% idea% of% people% being% victims% can% be% easily% found% throughout% the% book.% For% example,% the% narrator% mentioned% that% the% food% wasnt% good% because% to% them% eating% meat% was% a% crime% (only% when% the% King% came%to%the%village):%He%would%be%served%the%choicest%food,%and%sometimes,%if%the%year%was%drawing%to%a% close% and% preparations% for% the% New% Year% celebrations% were% under% way,% a% pig% might% even% be% slaughtered.%(page%23)%And%eating%meat%struck%him%as%a%crime%typical%of%the%bourgeois%class%to%which% his% family% belonged.% (page% 46),% "Memories% of% city% life% came% flooding% back,% and% believe% me,% even% the% smell%of%beef%and%onions%savored%of%sophistication.%What%is%more,%Yang%Jing%had%electricity%instead%of%the% oil%lamps%we%were%used%to."%It%also%connects%to%the%tone,%voice%and%style%that%the%author%used%to%express% the%story%as%something%more%melancholy%and%not%glad,%he%wrote%in%a%way%that%the%story%is%slow%because% he%used%short%sentences%and%he%always%writes%complicated%words,%which%forces%the%reader%to%stop%and% think%more%about%what%was%written,%this%time%that%the%reader%takes%a%pause%portrays%something%sad%or% dramatic%in%the%story%showing%his%type%of%style.%I%opened%it.%Inside%I%found%a%letter%written%in%pencil.%As% it%is%possible%to%see%the%drama%that%he%did%to%show%what%was%written.%This%element%is%present%throughout% the%book,%which%supports%the%idea%that%reeducation%was%a%bad%thing%according%to%the%authors%opinion% because%indirectly%he%makes%so%much%drama%and%pressure%with%what%is%happening.%Therefore,%all%these% ideas%the%author%intends%to%show%how%people%lives%were%bad%as%consequence%reeducation.%% % Another%thing%that%the%author%exposes%in%that%the%people%in%the%village%are%not%free%to%do%whatever%they% want%to,%But%how%on%earth%could%a%whole%caseful%have%escaped%the%notice%of%the%Red%Guards?%(page%52),% "What% is% with% you% two,% always% going% for% stuff% that's% forbidden?".% According% to% the% narrator,% the% Red% Guards%were%responsible%to%check%if%the%human%were%behaving%like%they%wanted%to.%Besides,%the%author% shows%how%they%are%rigorous%and%impatient%with%the%workers%because%Four%Eyes%lend%one%of%his%book,% what%is%too%valuable%to%him,%to%cover%what%the%people%that%controlled%the%village%said.%So,%probably%would% happen%serious%consequences%to%Four%Eyes%if%he%didn`t%cover%his%obligation%of%work.%% It% was% time% for% the% annual% village% tax% contribution,% and% the% headman% had% divided% the% total% weight% of% rice% by% the% number% of% villagers,% each% one% being% charged% with% carrying% about% sixty% kilos,% He% seemed% quite%lost%and%stricken,%even%before%he%had%hoisted%the%hod( of%rice%into%his%back.%Without%your%glass%you% won`t%be%able%to%manage%that%mountain%path,%Wait,%Luo%said.%I`ve%got%an%idea:%we`ll%help%you%carry%your% hod%to%the%rice%station,%and%when%we%get%back%you%can%lend%us%some%of%those%books%you`ve%got%hidden%in% your% suit% case.% How`s% that% for% a% deal?% Just% one% book% will% do,% Luo% called% after% him.% Done?% Without% replying,%FourGeyes%pressed%on.%(Pages%53%and%54).%Who%could%this%fortunate%person%beGGthe%first%of%the% hundredGodd% city% youth% on% our% mountain% to% be% released% from% reGeducation?% The% question% keeps% us% awake%at%least%half%of%the%night,%feverish%with%envy." As%it%is%possible%to%see,%all%these%things%show%the% bad% conditions% they% are% in% and% how% oppressed% they% are,% therefore% representing% victims,% proving% the% thesis%that%the%reeducation%was%a%bad%thing.% % Although,%the%author%pointed%a%lot%of%defects%about%this%method%of%learning,%he%exhibits%through%the%book% hope% that% this% situation% can% change.% He% deposited% this% hope% in% the% narrator% and% Luo% because% they% are% different%from%the%others,%doing%other%things.%Phoenix%mountain%was%so%remote%from%civilization%that% most%of%the%inhabitants%had%never%had%the%opportunity%of%seeing%a%film,%let%alone%visit%the%cinema.%There% had%been%a%few%occasions%when%Luo%and%I%entertained%the%headman%with%stories%of%films%we%had%seen,% and%he%was%eager%to%hear%more.(Page%18)%On%our%return%to%the%village%we%put%on%an%"oral%cinema%show"% such% as% had% never% been% seen% before.% This% shows% the% interaction% between% the% narrator% and% Luo% with% society% and% based% that% they% have% a% higher% level% of% education% because% they% read% more.% Therefore,% they%

Work%Sampling%

36%

are% more% enlightened% to% be% more% critics,% characteristics% of% leaders% that% driving% the% people% to% do% revolution.%% % To%conclude,%the%author%demonstrates%in%the%narrator%and%Luo,%the%profile%to%be%a%leader%to%some%sort%of% movement%to%change%the%situation%proving%his%thesis%about%hope%in%the%narrator%and%Luo.%And%the% reason%of%this%hope%of%change%something%only%happens%because%the%dissatisfaction%with%this%method%of% reGeducation%that%can%be%clearly%check%with%the%quote:%"Who%could%this%fortunate%person%beGGthe%first%of% the%hundredGodd%city%youth%on%our%mountain%to%be%released%from%reGeducation?%The%question%kept%us% awake%at%least%half%of%the%night,%feverish%with%envy."% % ((

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