Tag Archive for brief constructed response

World Lit: Bust out that textbook!

Standard: ELAGSE9-10L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Learning Target: I can identify and analyze the skills and knowledge required to complete Embedded Assessment 1 successfully.

Opening Session: After we complete our 20 minutes of Independent Reading, we’re going to first assign textbooks! I’m going to assign you a numbered book, but this book is YOURS, so feel free to decorate it any way you like. Sharpies work best – washable markers will smear all over.

After we get textbooks, we’re going to flip to page 4 and complete activity 1.1, Previewing the Unit, and preview our Cultural Identity unit, as well as the first Embedded Assessment.

Work Session: After we finish 1.1 in the text, we’re going to continue on to 1.2, discussing how our cultural identity creates a lens through which we see the world. Included in this lesson is writing a brief constructed response (aka short essay).

As we finish our Work Session today, I would like for you to trade essays with a classmate and give your buddy any feedback you have on their writing.

Closing Session: We will end today with the final bit of activity 1.2, and discuss our classroom norms (aka rules). Effective communication is important, and I want each of your voices to be heard in class!

Differentiation: Process (scaffolded essay); product (modified essay length).

Assessment: Constructed Responses may be graded.

American Lit: I Hear Osborne Singing


ELAGSE.11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

ELAGSE.11-12.RL.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Learning Target(s): ✓ I can cite evidence from a text in order to answer questions about theme and poetic language

Opening Session: (Required) Photo Gallery Walk or Collage: What do these photos have in common?
Work Session Read I Hear America Singing — Model and Mark the words used that contribute to imagery and tone

In Groups Read and mark the words that contribute to imagery and tone for I Too Sing America. Complete chart on pg 18.

*Differentiation Use a Double bubble map comparing/contrasting the two with SWDs or lower level readers

Go Over how to do a constructed response again. Use an exemplar from Day 2 as a model.

Closing: Answer Explanatory text question on page 18 as a Brief Constructed Response: What do the two poems mean in reference to singing?

Assessment Strategies: Formal: product assessment/writing