B ELL R INGER #4 Would you call Romeo and Juliet the “greatest love story ever told”? Why or why not? What makes a great love story? Explain your answer in a well-developed paragraph.

G RAMMAR #4: C OMMAS Rule 1: To avoid confusion, use commas to separate words and word groups with a series of three or more. Example: I will bring pizza, cookies, and soda to the party. Rule 2: Use a comma to separate two adjectives when the word and can be inserted between them. Example: She is a happy, cheerful girl. Rule 3: Use a comma when an -ly adjective is used with other adjectives. Example: Romeo is a lonely, young boy. Rule 4: Use commas before or surrounding the name or title of a person directly addressed. Example: You, Tonya, will have to redo the assignment.

G RAMMAR #4: C OMMAS Please rewrite the following sentences, adding commas as needed. 1. I am taking English Math Social Studies and Spanish this year. 2. I feel like you Alfred could do better on your exams with a good nights sleep. 3. She is a friendly old woman. 4. WRITE A SENTENCE OF YOUR OWN THAT NEEDS COMMAS – BUT OMIT THEM… YOU WILL TRADE WITH A NEIGHBOR IN A MOMENT!

A GENDA : CCR.W.9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Bell Ringer Grammar Skill Focus: Using a rubric to write your ORQ Review Conflict Read: “King of Romance” ORQ/Creating a rubric Grading student examples Writing your ORQ Exit Slip

R EADING : “K ING OF R OMANCE ”

R EVIEWING C ONFLICT : What is an external conflict? Provide an example from a text other than Romeo and Juliet. What is an internal conflict? Provide an example from a text other than Romeo and Juliet.

S KILL F OCUS : R UBRICS 1. What is the purpose of a rubric? 2. How often do you look at the rubric BEFORE you answer an ORQ? 3. How often do you look at the rubric AFTER you have answered an ORQ? 4. How can a rubric be beneficial to both students and teachers?

O PEN -R ESPONSE Q UESTION Throughout this unit, we have studied various types of conflict and how they affect characters and drive the plot of a text. After reading the article, “The King of Romance (and Deception),” answer the following open-response question: Part A: Identify ONE internal conflict that a character experiences in this article. [Be sure to specify the type of conflict.] Part B: Identify ONE external conflict that a character experiences in this article. [Be sure to specify the type of conflict.] Part C: Choose ONE of the conflicts from Part A or B. Explain how the character resolves the conflict. Use specific evidence from the text to support your answer.

W HAT SHOULD I DO FIRST ? Before answering an ORQ, the first thing you should always look at is the rubric. However, in order to really understand a rubric, it is important that you understand what components make up each part of rubric. On your own, please fill in the necessary criteria for a score 4, 3, 2, and 1. After you are finished we will share as a group.

C OMPARING OUR ANSWERS : Now, you should pair up with the students in your row. Compare, contrast, and discuss your criteria. What was needed for a score 4? How was the criteria different for a score 3? Do you have to get something wrong to score a 1 or 2? What is the difference between a score 2 and 1? Remember, sometimes it is something as slight as missing evidence or not reading an entire question that can drop you down an entire point.

C OMPARING OUR ANSWERS : Score Criteria:

W HAT DOES M S. S TOKES THINK ? How was my rubric different from yours? Score Criteria: 4 Student clearly identifies both an internal and an external conflict. The student accurately explains one conflict’s resolution using specific evidence from the article as support. 3 Student identifies both an internal and an external conflict. The student explains one conflict’s resolution but does not do so thoroughly or lacks specific evidence from the article as support. 2 Student incorrectly identifies either an internal or an external conflict. The student attempts to explain one conflict’s resolution but does so poorly and lacks evidence from the article as support. 1 Student incorrectly identifies an internal and an external conflict. The student does not attempt to explain one conflict’s resolution.

P RACTICE ! Now that we have analyzed the rubric, it is your turn to play the teacher. You are now Mr. or Ms. ___________! Please read the three student prompts given to you and critique each students’ response. Feel free to write on their answers, make suggestions, correct mistakes, etc. Give each student a score based on the rubric. After you have finished assessing each students’ answer, you will pair up with your neighbors and compare your scores. Were they the same? Different? If not, come up with a compromise of what the correct score should be. We will discuss with the class once everyone has finished.

C OMPLETING THE ORQ

C OMPLETE THE ORQ ON YOUR OWN ! Now that we have analyzed the rubric and assessed several examples, please provide your own answer to the ORQ prompt. Be sure to fill out the pre-write first. Once you have finished, make sure to look over the rubric. Have you answered each part of every question? Have you doubled checked your answers?

G RADING /S HARING ORQ ANSWERS Trade with a neighbor and grade his/her ORQ

E XIT S LIP : Today’s class has focused on rubrics and the skill of revising, editing, and reviewing your work. Please answer the following questions reflection what you have learned today. 1. Why is a rubric useful? 2. Do you think you will use a rubric after today’s class period? Be honest! 3. Do you think using rubrics will be helpful in other classes other than English? 4. How can you apply your knowledge of the use of ORQ rubrics to other activities, projects, writing assignments, etc.