Transcript Grade 8 October 2

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Connellsville ELA
Writing Curriculum K-6
Grade 8
October 2, 2014
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Agenda
Writing
Curriculum
Questions
Adjustments
PSSA:
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What’s New?
Text Dependent Analysis (TDA)
Evidenced Based Selected Response
 2-Part Questions
 2-Answer responses
Stand Alone Grammar Questions
Mode Specific Writing Prompts
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Writing Rubric
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Functional Scoring Rubric
“3”
Clear
Logical
“2”
Adequate
& Relevant
Vague
Sufficient
Established
& Maintained
Inconsistent
Inadequate
Weak
understanding
Underdeveloped
Many errors
Text Dependent Analysis
TDA
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How does it fit?
PA CORE STANDARDS
1.4 Writing
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How does it fit?
PA CORE STANDARDS
1.4 WRITING
CC.1.4.(_).S Response to Literature
Eligible Content 1.1.1 to 1.1.6
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What do students need be able to
understand and do?
Item &
Scoring
Sampler
page 22
Text Dependent Analysis
TDA
+ What does it look like?
Grade 7: Read passage beginning on pg. 6
“Mission of Mercy”
Grade 8: Read passage beginning on pg. 6
“Joe’s Reward”
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TDA
Score Point 3
Score Point 2
Text Dependent
Analysis
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Read:
Nail Soup
Poem of Stone Soup
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How are they going to find the
words?
Close
Reading
(AKA: Comprehension Strategies)
Contrasts
and Contradictions -
Again
and Again
Words
of Wiser
Beers, Kylene, and Robert Probst.
Notice & Note: Strategies for Close Reading. Portsmouth, NH: Heinemann, 2013
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Contrasts and
Contradictions
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When he came into the room he could see that
the woman was not so badly off as she had
pretended, but she was a greedy and stingy
woman…
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“You don’t look as if you could ask anyone to
have anything!...”
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“She was quite awestruck at the man and his
grand connections”
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Grade 6 PSSA Item Sampler, pp.7-9
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Again and Again
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“But what one has to go without, it’s
no use thinking more about,”
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“This broth would be good
enough… if I had only a bit of___”
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Grade 6 PSSA Item Sampler, pp.7-9
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Words of Wiser
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“My
good woman,” said the man,
“you must not be so cross and
hard-hearted, for we are both
human beings and should help
one another, it is written.”
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Grade 6 PSSA Item Sampler, pp.7-9
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Two Column Think Sheet
What the Piece is About
What It Makes Me Think About
1.
Battered, torn, hungry, worn
1.
Soldiers were tired,
hungry, poor?
2.
Clever plan
2.
“clever” = trick?
3.
Soup…with doubt
3.
Who is “they”?
4.
Herb, meat, carrots, onions
4.
Veg soup
5.
Completely unaware
5.
Townspeople didn’t know
about plan
6.
Battle won with kindness –
greed a distant blindness
6.
Soldiers - clever and kind
People - no longer greedy
7.
Taught: virtue of caring,
act of sharing
7.
Lesson
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Contrasts and
Contradictions
•
When he came into the room he could see that
the woman was not so badly off as she had
pretended, but she was a greedy and stingy
woman…
•
“You don’t look as if you could ask anyone to
have anything!...”
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“She was quite awestruck at the man and his
grand connections”
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Grade 6 PSSA Item Sampler, pp.7-9
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Again and Again
•
“But what one has to go without, it’s
no use thinking more about,”
•
“This broth would be good
enough… if I had only a bit of___”
•
Grade 6 PSSA Item Sampler, pp.7-9
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Words of Wiser
•
“My
good woman,” said the man,
“you must not be so cross and
hard-hearted, for we are both
human beings and should help
one another, it is written.”
•
Grade 6 PSSA Item Sampler, pp.7-9
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Two Column Think Sheet
What the Piece is About
What It Makes Me Think About
1.
Battered, torn, hungry, worn
1.
Soldiers were tired,
hungry, poor?
2.
Clever plan
2.
“clever” = trick?
3.
Soup…with doubt
3.
Who is “they”?
4.
Herb, meat, carrots, onions
4.
Veg soup
5.
Completely unaware
5.
Townspeople didn’t know
about plan
6.
Battle won with kindness –
greed a distant blindness
6.
Soldiers - clever and kind
People - no longer greedy
7.
Taught: virtue of caring,
act of sharing
7.
Lesson
The Lesson is a
good place to
begin!
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4-Square OrganizerClever
Intro
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Theme:
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Trick
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Got people to help make soup out
of something that was not food
nail or stone. People added stuff –
shared without being asked virtue
 What one has to do without…broth
All well fed, happy in the end
would be good if only
because shared
Theme: Don’t be so  Used his brain to get people to
contribute, didn’t beg, or nag but got
cross…all need to share. them to do what he really wanted
Lesson: virtue of caring, act
of sharing
Plan or Trick
Kind
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grand connections – king and queen
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Very agreeable, make old lady feel
special – even got to sleep on her bed!
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Soldiers hatched a clever plan that
townspeople never caught on to
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Soldiers smiled in silence means they
didn’t ruin the lesson by telling people
what they did wrong.
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People want to help out or join in if you
are kind
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Got people to add stuff
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Plan a secret because people don’t like
to be fooled or made to look foolish
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Selected Response
Questions
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What do they look like?
Item
Scoring Sampler:
Grade 7, page 17
Grade 8, page 16
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What do I have to teach?
READ DIRECTIONS!!
There can be more than one right
answer!
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Type of Question
 Main
Idea and Key
Details: Generalizations,
Theme, Central Idea, Claims
CC.1.2._.B,
 Text
Analysis
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Character Traits
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Inferences
 Craft
and Structure:
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Author’s purpose
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Point of View
Evidence from Passage:
 Key
Details – Most
relevant
 Line(s)/Sentence(s)
/Quote(s) that
support answer
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Look Closely:
Question
Response
Part One:
Which generalization about
rowboats is MOST supported
by events in the passage?
Part Two:
Which sentences BEST
support the answer in Part
One? Choose TWO answers.
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Rowboats can become unstable
with sudden movements.
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“ ‘Be careful!’ came in a warning
from Joe, as the boat began to
rock.”
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“Just then her foot slipped and
she fell on the gunwale, causing
the boat to tip more than ever.”
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Stand-Alone Multiple-Choice
Questions
Grammar
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GRAMMAR
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GRAMMAR
OE.8. D.1.1 Demonstrate command
of the conventions of standard
English grammar and usage.
D.1.1.1 Explain the function of verbals (i.e.
gerunds, participles, and infinitives) in general
and their function in particular sentences.
D.1.1.2 Form and use verbs in the active and
passive voice.
D.1.1.3 Form and use verbs in the indicative,
imperative, interrogative, conditional, and
subjunctive mood.
D.1.1.4 Recognize and correct inappropriate
shifts in verb voice and mood.
D.1.1.5 Place phrases and clauses within a
sentence, recognizing and correcting misplaced
and dangling modifiers.
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D.1.1.6 Recognize and correct inappropriate
shifts in pronoun and number and person.
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D.1.1.7 Recognize and correct vague
pronouns (.e., ones with unclear or ambiguous
antecedents).
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D.1.1.8 Recognize and correct inappropriate
shifts in verb tense.
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D.1.1.9 Produce complete sentences,
recognizing and correcting inappropriate
fragments and run-on sentences.
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D.1.1.10 Correctly use frequently confused
words (e.g., to, too, two; there, their, they’re).
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D.1.1.11 Ensure subject-verb and pronounantecedent agreemtment.
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Look Closely:
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D.1.1.1
In which sentence does the underlined group of
words function as an adjective?
The student wrote a fascinating story about running
her first race.
The student wrote a fascinating story about running
her first race.
Recording the the fish population was the first task of
the research study.
By attaching a small part to the engine, the mechanic
finished the repairs.
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Writing Prompts
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Item and Scoring Sampler Page 107
Think about a law that is important. It
could be a national law, a state law, or
a law in your city or town. Consider
why it is mportant and how it affects
people’s live.
Informative/Exp
lanatory
Write an essay for your teacher
that describes an important law
and exp0lains why it is important.
Be sure to use details and
examples why it is important. Be
sure to use details and examples to
support your ideas.
1.
Topic is introduced, developed, and
concluded with awareness of task,
purpose and audience
2.
Organizational strategies and
structures that develop the topic
3.
Content that demonstrates clear
understanding of purpose
4.
Elaboration that includes
information and support by
choosing facts, examples and
concrete details.
5.
Transitions between and among
ideas
6.
Formal style with control of
language, vocabulary, style and
sentence structure and variety
7.
Conventions appropriate to level
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Item and Scoring Sampler Page 93
Your school is considering a change in
the way class presidents are chosen.
Some students want to create a small
committee which, in turn, would choose
the class president. On the other hand,
there are those students who want all
students in the class to be able to vote
for their choice of class president. Think
about which method of choosing the
class president you believe is the ost
effective.
Argumentative
Write an argumentative essay for
your teacher sytating your claim
about whether a small committee of
students or all the students in the
class should be allowed to choose the
class president. Be sure to use
reasons and evidence to develop
your argument.argument.
1.
Clear Claim with credible and
substantiated argument (you need a
counter-argument at this level)
2.
Organizational strategies and
structures to support claim
3.
Content that demonstrates clear
understanding of purpose
4.
Elaboration that includes a clear
position, supported by evidence.
5.
Transitions between and among
ideas
6.
Formal style with control of
language, vocabulary, style and
sentence structure and variety
7.
Conventions appropriate to level
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Item and Scoring Sampler Page 119
Imagine that someone became a
positive role model for others. Think
about what this person might have
done to become a positive role
model. Consider other people who
might have been involved.
Narrative
Write a story for your teacher
that tells how someone became
a positive role model for others.
Consider story elements (for
example, character, setting, and
plot) as you evelop yur narrative.
1.
Establishes context and point of
view that orients reader and
introduces narrator and/or
characters
2.
Story pattern that sequences
events
3.
Elaboration that supports the
purpose
4.
Transitional words and phrases
5.
Control of literary devices,
sensory language, sentence
structure
6.
Conventions appropriate to level