English 10 Week 26 MCAS Prep 3/14/11-3/18/11

Mini-lesson: how to approach a writing prompt. Monday 3/14/11 Learning Goals: SWBAT 1. Review texts in preparation for the MCAS Long Composition. 2. Identify patterns in several MCAS Long Comp. prompts and identify potential texts and characters that match the sample prompts. Do Now: Agenda: 1. Put ORQ #2 and the outline in front of you for me to collect as I walk around the room. 2. What is your favorite book on the book review chart? HW: Finish the book review chart and read a book review of at least one of the books on your chart that you think would work for several different prompts. Do Now Pair Share Do Now and continue updating/completing your book review chart. Mini-lesson: how to approach a writing prompt. Long Comp. Gallery Walk Activity 3. Mini-lesson: box important verbs, underline important phrases, use these phrases and words to create your KFQ, develop a thesis that addresses all parts of the prompt and design your outline around the three parts of the thesis/prompt.

Patterns in Long Comp. Prompts Most asked you to identify a character A lot about struggles that a character had to go through. You have to chose a book that relates to the question. Always asks how the characters change, or struggle, or whatever, affects the “work as a whole” which means how it affects the whole story. A lot of prompts ask you to write about the characters qualities. All require that you have read and reviewed books before the exam. Repeated words: “changes”, “Works of literature”, “Explain, describe”, “Identify”, “demonstrate”.

Sample MCAS Long Composition Writing Prompts Often in works of literature, a character’s life is affected by a single act or mistake. From a work of literature you have read in or out of school, select a character whose life is affected by a single act or mistake. In a well-developed composition, identify the character, describe how he or she is affected by a single act or mistake, and explain how the character’s experience relates to the work as a whole. Often in works of literature, characters gain wisdom through experience. From a work of literature you have read in or out of school, select a character who gains wisdom through experience. In a well-developed composition, identify the character, describe how the character gains wisdom through experience, and explain how this wisdom relates to the work as a whole. Often in works of literature, a character is influenced by his or her family. From a work of literature you have read in or out of school, select a character who is influenced by his or her family. In a well-developed composition, identify the character, describe how the character is influenced by his or her family, and explain how the character’s experience relates to the work as a whole. Works of literature often feature characters who overcome hardship and misfortune. From a work of literature you have read in or out of school, select a character who overcomes hardship and misfortune. In a well-developed composition, explain how the character overcomes adversity and why this success is important to the work of literature.   5. Often in works of literature, characters have a mixture of positive and negative traits. From a work of literature you have read in or out of school, select a character who blends positive and negative traits. In a well-developed composition, identify the character, describe how the character demonstrates both positive and negative traits, and explain how the character’s traits are important to the work of literature.

6. In many works of literature, a character must adjust to life in a new environment. From a work of literature you have read in or out of school, select a character who must adjust to life in a new environment. In a well-developed composition, identify the character, describe how the character adjusts to life in a new environment, and explain how the character’s adjustment relates to the work as a whole.   In many works of literature, a character goes on a journey that changes his or her life. From a work of literature you have read in or out of school, select a character who goes on a journey that changes his or her life. In a well-developed composition, identify the character, describe how the journey changes the character’s life, and explain how the journey relates to the work as a whole. 8. Works of literature often feature characters whose pride or selfishness creates problems. From a work of literature you have read in or out of school, select a character whose pride or selfishness creates problems. In a well-developed composition, identify the character, describe how the character’s pride or selfishness creates problems, and explain how the character’s experience relates to the work as a whole. 9. Often in works of literature, a character is defeated by forces that are beyond his or her control. From a work of literature you have read in or out of school, select a character who is defeated by forces that are beyond his or her control. In a well-developed composition, identify the character, describe how the character is defeated, and explain how the character’s defeat relates to the work as a whole.

Long Composition Prompts Gallery Walk Activity Learning Goals: SWBAT 1. Review texts in preparation for the MCAS Long Composition. 2. Identify patterns in several MCAS Long Comp. prompts and identify potential texts and characters that match the sample prompts. Long Composition Prompts Gallery Walk Activity Guidelines: For this activity you will be participating in a gallery walk where you read and mark up nine different MCAS prompts from past exams. This is independent work, therefore you should not talk or fool around with other students as you walk around the room and respond to the prompts. You will receive a class work grade (4 points) for your effort and thoughtfulness and a citizenship grade based on your conduct and how well you follow the rules for this activity. In your text markings, you need to do at least two of the following on for each prompt: 1. Box important verbs and underline key phrases. 2. Put the prompt into your own words or turn the prompt into a question. 3. Match books from your Book Review Chart to the prompt. Think about which texts would work if you were to write about this prompt and explain why these books would work. 4. Brainstorm a character that would work for each of the prompts and explain why that character could work.

Do Now and HW check: completed book review chart. Tuesday 3/15/11 Learning Goals: SWBAT 1. Develop thesis statements in response to at least three of the Long Comp. prompts from last week. Do Now: Agenda: Which book from your book review list do you think could best work for many possible long comp. prompts? Why? What do you need to do to continue to review this book before the exam? Homework: On page _____ of your INB, select (by describing in your own words) three pieces of evidence that would support one of the thesis statements you wrote today in class (no quotes). Do Now and HW check: completed book review chart. Review Long Comp patterns and gallery walk from Monday. Teacher Think Aloud: Watch me write one! Write a thesis statement together as a whole class (#1). Write a thesis statement with a partner (#2) Write a thesis statement on your own (#3).

Learning Goals: SWBAT 1. Develop thesis statements in response to at least three of the Long Comp. prompts from last week. Review Notes 1. In what way are all of the prompts we’ve looked at so far (the nine on Friday, the mock MCAS, the mid-term, the Tempest essay) similar? 2. How can the structure of the prompt help you create an outline?

Learning Goals: SWBAT 1. Develop thesis statements in response to at least three of the Long Comp. prompts from last week. Teacher Think Aloud Works of literature often feature characters whose pride or selfishness creates problems. From a work of literature you have read in or out of school, select a character whose pride or selfishness creates problems. In a well-developed composition, identify the character, describe how the character’s pride or selfishness creates problems, and explain how the character’s experience relates to the work as a whole. My Thesis: What was similar about the way I thought about this prompt and wrote my thesis to the way that you write/think? How was my approach/style different from yours?

Whole Class Prompt: Now Let’s Write One Together Learning Goals: SWBAT 1. Develop thesis statements in response to at least three of the Long Comp. prompts from last week. In many works of literature, a character must adjust to life in a new environment. From a work of literature you have read in or out of school, select a character who must adjust to life in a new environment. In a well-developed composition, identify the character, describe how the character adjusts to life in a new environment, and explain how the character’s adjustment relates to the work as a whole. Our Thesis:

Partner Work: Thesis Statement #3 Learning Goals: SWBAT 1. Develop thesis statements in response to at least three of the Long Comp. prompts from last week. Partner Work: Thesis Statement #3 Guidelines: Work with your partner to choose another prompt from our list of nine from Friday. Work together to mark up the prompt, turn the prompt into a KFQ and develop a thesis. Our Prompt # ________________ KFQ: Turn the prompt into a question in your own words. Our thesis:

HW Due Tuesday 3/15/11 Directions: Choose one of the three prompts we wrote in class today and complete the chart below by identifying three pieces of evidence from the book you’ve chosen that would support your thesis. NO QUOTES! Prompt: Text/Author/Character: Thesis: Evidence 1 Evidence 2 Evidence 3

Homework: Completed essay outline due Friday! Wednesday 3/15/11 Learning Goals: SWBAT Construct their own graphic organizer/outline for their practice long comp. essay. Do Now: Agenda: Make a list of all of the parts of a five paragraph long comp. essay (in order!) http://www.youtube.com/watch?v=C7HCIGFdBt8 Homework: Completed essay outline due Friday! Do Now/Review Partner Work (Finish thesis statement writing from previous day). On your own: Identify three pieces of evidence to support your thesis (last page of packet from yesterday). Whole Class Review (Go over Do Now) the parts of the essay from introduction to conclusion. Discussion: What is the purpose of an outline? How can an outline help you improve your essay? Independent Work time: Create a structure for your essay outline! Go! Group Work: Share/critique outlines What is missing? What is helpful about this structure? 8. Independent Work Time: begin filling in your essay outline. No class Thursday due to half day schedule (periods 2,3,6,7) Friday lesson on poetry with open response #3. Monday– review all test taking strategies and expectations. MCAS exam is Tuesday and Wednesday (no English class). Show “Hero” Thursday and Friday and identify text-to-film connections between Erendira and “Nameless”.

Part One: Draw a Long Comp outline Complete the True/False MCAS quiz. Friday 3/18/11 Learning Goals: SWBAT 1. Review the parts and structure of the MCAS ORQ and compose an ORQ in response to a poem. Do Now: You will hand this in today! Agenda: Part One: Draw a Long Comp outline Complete the True/False MCAS quiz. Homework: Complete the MCAS prep packet– due Monday! Do Now and review Review structure and parts of the ORQ (how is it different than the long comp?) Review purpose of margin summary notes. Whole Class: Read and complete margin summary notes for “Barter” Independent Work Time: write ORQ for “Barter”.

2. You have to write two essays and two ORQ’s. MCAS Quiz MCAS True or False 1. The MCAS is a timed exam. 2. You have to write two essays and two ORQ’s. 3. You have to include at least two direct quotes in your ORQs. 4. You have to include at least three direct quotes in your Long Comp. 5. You don’t have to do a first draft of your Long Comp. 6. You can leave the exam when you finish. 7. You can read a book or work on homework for another class when you finish. 8. If you’re not planning on attending college, there’s no point in trying to do well on the MCAS exam. 9. You can sleep when you finish. 10. You don’t need to pass the MCAS. You can graduate without it. 11. Colleges don’t care about MCAS exams. 12. You can text or talk to friends when you finish the exam. 13. If you don’t know the answer to a multiple choice question you should skip it.