1. LEADERS IN LITERACY CONFERENCE
English I EOC and TDA
Power point template opening slide
Aiken County Public School District
January 13, 2017
Joe Powell –

2. Essential Question
How can we prepare students to engage successfully in text-dependent analysis of the selections they read?
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3. Outcomes
Discuss how TDA prompts differ from what previous tests have asked students to do.
Practice scoring sample student responses.
Engage in a model TDA lesson.
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4. That was then… This is now…
HSAP/PASS
EOC TDA
Content/Development
4 – 3 – 2 – 1
Organization
Voice
3 – 2 – 1
Conventions
Demonstrates effective analysis of text and skillful writing
Demonstrates adequate analysis of text and appropriate writing
Demonstrates limited analysis of text and inconsistent writing
Demonstrates minimal analysis of text and inadequate
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5. Online Resources
So that teachers and students in English 1 classes may begin preparing for the upcoming field test, the Office of Assessment is providing sample TDA passages along with some scored South Carolina student responses. These student responses were scored using the SC EOCEP TDA Scoring Guidelines.
TDA Passage 1 with Sample Student Responses (2.30 Mb PDF)
Passage 1 annotations (330 Kb PDF)
TDA Passage 2 with Sample Student Responses (2.25 Mb PDF)
Passage 2 annotations (252 Kb PDF)
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6. Practice Scoring Read the papers in the anchor set. Score each paper.
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7. Model Lesson – MEAL Plan
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8. Essential Question How can we support our thinking about what we read?
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9. Objectives Analyze how characters are developed (RL.8.1)
Support our analysis by citing textual evidence (RL.5.1)
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10. Objectives Analyze how characters are developed (RL.8.1)
Support our analysis by citing textual evidence (RL.5.1)
16-25 items on the EOC
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11. MEAL Plan Main idea – What is your point?
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12. MEAL Plan
Main idea – What is your point? Evidence – What evidence from the text supports your point?
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13. MEAL Plan
Main idea – What is your point? Evidence – What evidence from the text supports your point? Analysis – Why or how does that evidence support your point?
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14. MEAL Plan
Main idea – What is your point? Evidence – What evidence from the text supports your point? Analysis – Why or how does that evidence support your point? Lead out – What have you said and/or what will you say next?
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15. Model Text: “The Necklace”
Prompt: Readers often disagree over whether or not Madame Loisel deserves the suffering she endures. Write an essay analyzing if Madame Loisel suffers unjustly or if she deserves her fate. Use evidence from the story to support your response.
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16. I Do: Model Response
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17. Loisel deserves to suffer.
Brainstorming
Loisel deserves to suffer.
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18. Brainstorm Loisel deserves to suffer. Doesn’t appreciate her life.
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19. Brainstorm Loisel deserves to suffer. Doesn’t appreciate her life.
Pouts about the invitation.
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20. Pouts about invitation.
Find Evidence
Pouts about invitation.
What evidence do I have of this?
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21. Pouts about invitation.
Find Evidence
Pouts about invitation.
What evidence do I have of this?
“Instead of being delighted, as her husband had hoped, she threw the invitation on the table resentfully…”
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22. Main idea: Madame Loisel deserves to go broke because she always wants more and doesn’t appreciate what she has.
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23. Main idea: Madame Loisel deserves to go broke because she always wants more and doesn’t appreciate what she has. Evidence: When her husband brings home an invitation to the ball, she pouts and acts disappointed. The narrator states, “Instead of being delighted, as her husband had hoped, she threw the invitation on the table resentfully…”
Example
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24. Main idea: Madame Loisel deserves to go broke because she always wants more and doesn’t appreciate what she has. Evidence: When her husband brings home an invitation to the ball, she pouts and acts disappointed. The narrator states, “Instead of being delighted, as her husband had hoped, she threw the invitation on the table resentfully…” Analysis: Her reaction to the invitation shows she will never be happy. He managed to get an invitation for the type of ball she always dreamed of, but she throws a tantrum. I think nothing can make Madame Loisel happy. Whatever she is given will always leave her wanting for more.
Example
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25. Main idea: Madame Loisel deserves to go broke because she always wants more and doesn’t appreciate what she has. Evidence: When her husband brings home an invitation to the ball, she pouts and acts disappointed. The narrator states, “Instead of being delighted, as her husband had hoped, she threw the invitation on the table resentfully…” Analysis: Her reaction to the invitation shows she will never be happy. Her reaction to the invitation shows she will never be happy. He managed to get an invitation for the type of ball she always dreamed of, but she throws a tantrum. I think nothing can make Madame Loisel happy. Whatever she is given will always leave her wanting for more. Lead out: Her suffering is the result of her bad attitude about her life, and she would have been okay if she had not been so entitled.
Example
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26. We Do: Collaborate to respond
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27. Text – “The Tell-tale Heart”
If still you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. The night waned, and I worked hastily, but in silence. First of all I dismembered the corpse. I cut off the head and the arms and the legs. I then took up three planks from the flooring of the chamber, and deposited all between the scantlings. I then replaced the boards so cleverly, so cunningly, that no human eye --not even his --could have detected any thing wrong. There was nothing to wash out --no stain of any kind --no blood-spot whatever. I had been too wary for that. A tub had caught all --ha! ha!
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28. Prompt
Throughout the story the narrator argues that he is calm, rational, and sane. Write an essay analyzing how the examples the narrator gives to demonstrate his sanity actually suggest he is disturbed. Use evidence from the passage to support your response.
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29. Text – “The Tell-tale Heart”
If still you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. The night waned, and I worked hastily, but in silence. First of all I dismembered the corpse. I cut off the head and the arms and the legs. I then took up three planks from the flooring of the chamber, and deposited all between the scantlings. I then replaced the boards so cleverly, so cunningly, that no human eye --not even his --could have detected any thing wrong. There was nothing to wash out --no stain of any kind --no blood-spot whatever. I had been too wary for that. A tub had caught all --ha! ha!
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30. Model Lesson Essential Question
How can we support our thinking about what we read?
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31. Session Reflection and Closure
My next steps…
My students’ next steps…
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