1. Lesson 6

2. Today’s Agenda  1. Discuss Scoring Guide for SAT  2. Complete Timed Writing #1  OBJECTIVE:  Practice on-demand writing.

3. On-Demand Writing  Why do we care?  State-mandated assessments  SAT  Advanced Placement  Employment

4. The ABCs (and D) of on-demand writing AA  Attack the prompt  Minute 1 BB  Brainstorm possible answers  Minutes 2-5 CC  Choose the order of your response  Minutes 2-5  WRITE THE ESSAY!  Minutes 6-22 DD  Detect errors before turning the draft in  Minutes 23-25

5. A = Attack the Prompt By the time students enter high school, they have learned about many moments in history that have influenced our world today. Think about a moment in history you studied and consider its importance. Write a composition in which you discuss a moment in history. Share its importance in today’s world. Be sure to support the moment with details and examples. Actual prompt doesn’t come until here. There is usually some sort of intro in the form of a quote, thought, or story. READ THIS!

6. HOW to Attack the Prompt 1. Cross out any unneeded information. 1. This places your focus on what’s most important. Write a composition in which you discuss a moment in history. Share its importance in today’s world. Be sure to support the moment with details and examples. *** We should cross this out because we already KNOW we are writing a composition.

7. HOW to Attack the Prompt 2. Circle whatever the prompt tells you to DO. - This ensures that you know exactly what you need to do to fully answer the prompt. Write a composition in which you discuss a moment in history. Share its importance in today’s world. Be sure to support the moment with details and examples.

8. HOW to Attack the Prompt 3. Draw arrows from the verbs to what you should do WITH the verbs. - This draws your focus to EXACTLY what you should do. Write a composition in which you discuss a moment in history. Share its importance in today’s world. Be sure to support the moment with details and examples.

9. B=Brainstorm Possible Answers  9/11  Holocaust  Declaration of independence  Iraq War  WWII

10. B=Brainstorm Possible Answers 9/11 Security -airports -amusement parks -sporting events The moment -4 planes -2 NYC -1 Washington -1 Pennsylvania Patriotism -American flags -pledge of allegiance -flags in restaurants Recognition of dead Economy -airlines -hotels Restaurants -Tourist attractions Suffering -widow -widowers War -Iraq Lots of bombing/deaths -Osama

11. C=Choose the Order of Your Response 9/1 1 Security -airports -amusement parks -sporting events The moment -4 planes -2 NYC -1 Washington -1 Pennsylvania Patriotism -American flags -pledge of allegiance -flags in restaurants Recognition of dead Economy -airlines -hotels Restaurants -Tourist attractions Suffering -widow -widowers War -Iraq Lots of bombing/deaths -Osama 1 2 3 4 5

12. SCORING GUIDE

13. MasteryExceeds Expectations Meets Expectations Needs Improvement DevelopingUnacceptable Mastery of SAT Essay Skills An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay  effectively & insightfully develops a point of view on the issue & demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, & other evidence to support its position An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors in quality. A typical essay  effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay  develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position An essay in this category demonstrates little mastery, and is flawed by one or more of the following weaknesses:  develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position An essay in this category demonstrates very little or no mastery, and is severely flawed by one or more of the following weaknesses:  develops a point of view on the issue that is vague or seriously limited, and demonstrates weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position An essay in this category demonstrates very little or no mastery, and is severely flawed by one or more of the following weaknesses:  develops no viable point of view on the issue, or provides little or no evidence to support its position CONTENT: ideas and supporting details

14. MasteryExceeds Expectations Meets Expectations Needs Improvement DevelopingUnacceptable Mastery of SAT Essay Skills An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay  is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas  exhibits skillful use of language, using a varied, accurate, and apt vocabulary An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors in quality. A typical essay  is well organized and focused, demonstrating coherence and progression of ideas  exhibits facility in the use of language, using appropriate vocabulary An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay  is generally organized and focused, demonstrating some coherence and progression of ideas  exhibits adequate but inconsistent use of language, using generally appropriate vocabulary An essay in this category demonstrates little mastery, and is flawed by one or more of the following weaknesses:  is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas  displays developing use of language, but sometimes uses weak vocabulary or inappropriate word choice An essay in this category demonstrates very little or no mastery, and is severely flawed by one or more of the following weaknesses:  is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas  displays very little facility in the use of language, using very limited vocabulary or incorrect word choice An essay in this category demonstrates very little or no mastery, and is severely flawed by one or more of the following weaknesses:  is disorganized or unfocused, resulting in a disjointed or incoherent essay  displays fundamental errors in vocabulary ORGANIZATION DICTION

15. MasteryExceeds Expectations Meets Expectations Needs Improvement DevelopingUnacceptable Mastery of SAT Essay Skills An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay  demonstrates meaningful variety in sentence structure  is free of most errors in grammar, usage, and mechanics An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality. A typical essay  demonstrates variety in sentence structure  is generally free of most errors in grammar, usage, and mechanics An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay  demonstrates some variety in sentence structure  has some errors in grammar, usage, and mechanics An essay in this category demonstrates little mastery, and is flawed by one or more of the following weaknesses:  lacks variety or demonstrates problems in sentence structure  contains an accumulation of errors in grammar, usage, and mechanics An essay in this category demonstrates very little or no mastery, and is severely flawed by one or more of the following weaknesses:  demonstrates frequent problems in sentence structure  contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured An essay in this category demonstrates very little or no mastery, and is severely flawed by one or more of the following weaknesses:  demonstrates severe flaws in sentence structure  contains pervasive errors in grammar, usage, or mechanics that interfere with meaning SYNTAX USAGE AND MECHANICS

16. Timed Writing #1

17. Get out a blank sheet of paper. DO NOT WRITE YOUR NAME ON IT.

18. Minute 1 – “A”  Read the prompt and think about your response.  Make sure you understand what is being asked.  Annotate the text, like we practiced in class.

19. Minutes 2 – 5 “B” & “C”  Brainstorm ideas  Write down words that come to your mind.  Pick one.  Take a position  Develop an outline – use the blank space under the prompt.  Plan on a 4-5 paragraph essay  Introduction – Main Points - Conclusion

20. Minutes 6-22  Using the outline as a guide – begin writing.  Suggested 400 words  Use paragraphs  Make sure your essay makes sense.

21. Minutes 23 –25 “D”  Read your essay.  Proofread for errors.  Do you need to add transitions?  Any words you can change to make stronger?  Reread.  Relax.