Do Now: Write the answers to the following question in complete sentence. What is the major difference between the high order and low order questions?

Slides:

Advertisements

Similar presentations

Directed Reading-Thinking Activity

Advertisements

Writing the Critical Lens Essay

American Literature Common Core Writing Task #1. Learning Targets CCSS.ELA-Literacy.RL CCSS.ELA-Literacy.RL Cite strong and thorough textual.

Common Core Georgia Performance Standards Facilitating Student-Led Discussions, K-12 Part 2: Developing an Age-Appropriate Teaching Rubric Cynde Snider.

 Elaine M. Walker, Professor, Department of Education Leadership, Management and Policy, Seton Hall University & Sametric Research  Carmine Tabone, Executive.

Warm Up & Announcements ▪ Make sure you did your short answer from last class on the padlet. ▪ Your persuasive essay (worth 35% of your grade will be on.

How is the OER Scored? ▪ It’s rated on a scale of 0-3 ▪ 2 or 3 is considered “passing” ▪ So, what is a 0, 1, 2 or 3 answer?

Foreign language and English as a Second Language: Getting to the Common Core of Communication. Are we there yet? Marisol Marcin

Common Core State Standards Video-Common Core Overview.

Keeping KUD’s Concise What do your students need to KNOW, UNDERSTAND and DO to master unit content?

Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination? What questions do you have about the Regents Examination?

Advanced Content ELA-7 Learning Agenda for 2/4/2013 Ms. S. Hines and Ms. Dalton Griffin MS.

Science Fiction Flowers for Algernon Drill 1 11/7 Homework: Final paper due 11/12 Objective: Students will with some guidance and support from.

Features of Effective Opinion Pieces What Methods Do Writers Use to Build and Support Their Opinions?

Easy steps to writing THE ESSAY. Writing an essay means: Creating ideas from information Creating arguments from ideas Creating academic discourse to.

ELA Common Core Shifts. Shift 1 Balancing Informational & Literary Text.

PENNSYLVANIA COMMON CORE STANDARDS 1.2 Reading Informational Text Students read, understand, and respond to informational text—with emphasis on comprehension,

ESSENTIAL QUESTION What does it look like and sound like when students use evidence to support their thinking?

Module 5.1 Unit 1: Building Background Knowledge on Human Rights

Wednesday, August 13, 2014 Welcome to 8 th Grade English Class! Bell Ringer eCard Examples: AGENDA Learning Target: I CAN read and discuss our Classroom.

Literary Analysis Mrs. Hagy. Standards Common Core Standard RL7.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly.

1 Monday, November 10 th What am I learning today? ELACC11-12L1-6: Demonstrate the correct use of vocabulary and grammar in my writing. CCSS.ELA-LITERACY.SL

Dr. Martin Luther King, Jr. National Holiday Web quest

Summary-Response Responding to Reading.  To be able to summarize (paraphrase) the author’s main ideas succinctly  To be able to respond or react to.

TKAM Philosophical Debate Task 1: Quote Analysis Task 2: Philosophical Debate Task 3: Reflection.

ERIKA LUSKY JULIE RAINS Collaborative Dialogue in the Classroom

Introduction to the ERWC (Expository Reading and Writing Course)

English III team building. Team Training Camp Pick a mascot for your team Draw the mascot Add a team motto Add individual icons or symbols Come up with.

Setting Goals and Living Dreams

Introduction to the ERWC (Expository Reading and Writing Course)

Unit 2 “What makes a character live?”

Lesson 4 Aim: How can determining a central idea of the poem “War is Kind” by Stephen Crane and analyzing its development over the course of the text,

Do Now: Respond to the following in 2-3 complete sentences: What would you do if you were president of the United States? Aim: What is the subjunctive.

Do Now: Answer in complete sentences.

Outcomes  TSWBAT initiate and participate effectively in a range of peer discussions (Collaborative Strategies)  TSWBAT cite strong and thorough textual.

EXAMINING THE MODULES: Instructional practices related to finding and using evidence LT 2a. I can describe the impact of content-rich curriculum on students’

Text Evidence Anchor 1: Cite the text evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from.

Aim: How do we work together to revise our essays? Do Now: What kind of checklist do you think you need to create to ensure a proper Critical Lens essay?

Bell Ringer: Write your own original example of each of the following: anecdote, dichotomy, imagery, and conceit. 1.

Aim: How does the writing strategy of tone help develop the central idea of the poem “War is Kind” by Stephen Crane? Do Now: Answer in complete sentences.

Do Now: Respond to the following in 2-3 complete sentences: What is the purpose of doing check list after the writing? (10 min) Aim: How do we effectively.

1.Pick up handout 2.Vocab Unit 4: Words 9-10 introduction 3.Completing the sentence (pg 57-8): (#1, 2, 4, 5, 6, 7, 8, 12, 16, 17) 1 BELLWORK:

Reading across the Curriculum. “For Want of a Nail” by Mary Robinette Kowal.

Writing Exercise Try to write a short humor piece. It can be fictional or non-fictional. Essay by David Sedaris.

Citing Textual Evidence WHERE DID YOU FIND IT IN THE TEXT? PROVE IT!!!!

By Robert Browning Module 1 Unit 1 Lesson 2.   Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or.

The Strategic Teacher Dr. Scott L. Roberts Central Michigan University.

Constructive Conversation Smart Start Lessons

1.Pick up handouts (2) 2.Vocab Unit 4: Words introduction 3.Vocab Activity for BELLWORK:

SOLAR SYSTEM THEMATIC UNIT Based on the sixth grade science core, students will understand the relationship and attributes of objects in the solar system.

Socratic Seminar Waiver Day Purdy and Snellgrove January 11, 2016.

Socratic Seminar A Model for Civil Discussion. What is a Socratic Seminar? Teacher observes; students lead Students come prepared with notes and questions.

a. comparison and contrast c. setting b. flashback d.dialogue

English 10 3/3 & 3/6.

Aim: How does the author build up the conflict between the protagonist and antagonist in Bessie’ Head’s “The Prisoner Who Wore Glasses”? Do now: Match.

Aim: How is characterization used to develop a central idea about war within the short story, “The Thing You Want” by Jack Trammell? Do Now: Respond to.

Building and Assessing Oral Proficiency in the English Classroom

Do Now: Writer’s Notebook

Introduction to Socratic Seminars

Standards for Collaboration: Listening

Warm-Up: Take a ¼ sheet from the tan bin.

Warm-Up: Take a ¼ sheet from the tan bin.

Copy the following list of words and write their definitions: Obstruct

D Self-Perception The way a person sees him/herself.

Copy the following list of words and write their definitions: Obstruct

D Impartial Neutral, fair, on neither side.

Unit 1 The Bonds Between Us.

Unit 2: Research Lesson 04 and 05

Socratic seminar Session #2.

Presentation transcript:

Do Now: Write the answers to the following question in complete sentence. What is the major difference between the high order and low order questions? Aim:How do we assess our writing samples of the critical lens essay of “...we pay a price for everything we get or take in this world…”?

Vocabulary 6: Faithful : very accurate, loyal to the original Insightful deep understanding 5: thoughtful using intellectual thinking clear and reasoned clearly and logically reasoned 4: reasonable with some good thinking implicit it’s implied, not directly stated 3. Simple basic superficial on surface not really relating

Checkpoint # 1 : Do you understand today’s vocabulary words? Raise your right hand if you clearly understand today’s vocabulary words. Raise your left hand if you do not clearly understand today’s vocabulary words.

Aim: How do we assess our writing samples of the critical lens essay of “...we pay a price for everything we get or take in this world…”? Your Task: Group discussion. You are to work within your group to evaluate two students’ writing samples using the rubrics about the meaning. Each member has to participate at least twice using the stickers to prove your participation. For each writing you may have different opinions, but the group must come to consensus in the end as to what grade to give to a certain writing.

Checkpoint # 2 : Do you understand today’s task? Raise your right hand if you clearly understand today’s task. Raise your left hand if you do not clearly understand today’s task.

Aim:How do we assess our writing samples of the critical lens essay of “...we pay a price for everything we get or take in this world…”? Mini lesson One student’s writing: L.M. Montgomery once said,"... We pay a price for everything. We get or take in this world... In other words, this quotation means in this world, everything has a price, if we want it we must pay it. This quote is valid because this quotation teaches us everything has a price: when we want it we must pay it. There are two works: "The Land" by Leo Tolstoy and The Devil and Tom Walker by Washington Irving. The current essay is to discuss and analyze some literary elements to prove this lens.

Aim: How do we assess our writing samples of the critical lens essay of “...we pay a price for everything we get or take in this world…”? Monitor: What do you think of this introduction? Student #1: I think this introduction should be graded 5 in meaning, because it says, “in this world, everything has a price, if we want it we must pay it. “ This interpretation is very thoughtful. Can anybody else give another example to support my opinion? Student #2: I agree with you because it also says, “this quotation teaches us everything has a price: when we want it we must pay it.” This interpretation should get 5.

Aim:How do we assess our writing samples of the critical lens essay of “...we pay a price for everything we get or take in this world…”? You may also express a different view: I disagree with you. I think this introduction should be graded 6 based on the evidence, “this quotation means in this world, everything has a price, if we want it we must pay it.” This interpretation is faithful to the original quotation.

Aim: How do we assess our writing samples of the critical lens essay of “...we pay a price for everything we get or take in this world…”? Expected Model Answers: I think Writing Sample A should be graded 5 in meaning because it gives three examples of conflict and relates each part of the conflict to the critical lens. The evidence is “…” In my point of view, Writing Sample B should be graded 3 in meaning because it just gives examples and doesn’t relate the examples to support the lens. I don’t quite agree with you on the grade, Writing Sample B should be given a higher grade than 3 in meaning, because it partially relates to the lens. It says, …..”

Common Core Learning Standards: CCSS.ELA-Literacy.RI CCSS.ELA-Literacy.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.SL d CCSS.ELA-Literacy.SL d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. CCSS.ELA-Literacy.SL b CCSS.ELA-Literacy.SL b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. CCSS.ELA-LITERACY.SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.