Links

I updated links and resources that will be used for next year. 

Have a good summer!

Teachers' Domain: Abraham Lincoln: A Good Man? or A Good Man!

Teachers' Domain: Abraham Lincoln: A Good Man? or A Good Man!
Oh wow - this is such a cool lesson (from what I've read so far). It really requires them to research, compare sources and then report their argument.

Be prepared - I am on a mission to get next year locked in! :)

RL 8.2 Question Stems

RL 8.2 Reminders with questions stems: 

-This standard is more than just having students id thematic statement. To build on 7th grade, they are now explaining HOW the characters, setting, and plot relate to the theme. (See standard for exact wording). 

-While you establish how to make a theme statement, start thinking about how characters change through the story. Think about the significance or any changes to the setting. Have students look at the key plot points. I personally think that by focusing on character you can naturally embed and discuss the other two concepts. 

-*Don't forget docs uploaded to dropbox pertaining to theme. 

Here are the question stems I am seeing that we can use as we formatively and summatively assess. This does not include what is in our Clinic books.  

• Which character in the passage learns a lesson?
• What is the theme of the passage?
• How does the author demonstrate the theme?
  (Answer choices include: by stating it directly in passage/by showing how characters A & B get along/through a description of character A' thoughts/ through repeated examples of character B's lack of action)
• Which element in the passage MOST helps develop the theme? 
• How does the ending (resolution) of the passage support the theme?
• Which word fromt eh passage gives the best clue about the theme? 

On Demand Resources

1. The Literacy Link has been released for January. It includes a the link to the released annotated ON DEMAND WRITING items. Perfect! Exactly what we need as we grade our narrative pieces and move into this argument writing unit. :) 

http://education.ky.gov/AA/items/Pages/K-PREPItems.aspx

You have to scroll over halfway down to get to the 8th grade materials.


2. Argument writing materials: I have a lot of summative materials for the writing unit on argument. I have two passage based activities: "Is Facebook Making You Mean?" and "Addicted to Screen Time." The second we used as our benchmark assessment last year. The first was a a practice formative assessment. 

3. INTERDISCIPLINARY SUMMATIVE ASSESSMENT: 
I have spoke with Ms. Chamberlain about reusing our former summative assessment for argument writing. Science will spend the next four weeks learning about alternate forms of energy, while we study argument reading & writing. At the end of their unit to demonstrate their knowledge for both subjects we will both assign them a speech that requires them to respond to a prompt where they evaluate & choose an alternate form of energy as the best. This speech will be to a school or state official (I forget the exact nature of our prompts). We will then allow time in our class for them to write the speeches as will science. Then they can perform the speeches for a dual grade - I have the writing rubrics (already differentiated for different levels of students). Science will have another rubric based upon just the students display of energy knowledge. Talk to your science people. My team will definitely be doing this - based upon my past experience it was quite successful. The students really grasped this writing because of the dual responsibility. 
We will meet with the science folks to work out the logistics of presentations, points, rubrics, etc. 


I will be uploading a ton to dropbox. - These were my intentions for today, but I had to stay home with my sick girl. 

See you tomorrow! 

UPDATE UNIT THREE TEST

Due to time and the nature of the standard - I am proposing that we move RI 8.3 to the next unit and remove it from this unit.  The use of analogies and comparisons may fit very well within the argumentation standard. I am especially thinking of the arguments that MLK Jr. makes in "I Have a Dream" - he has so many analogies within that one text. Actually, most arguments made with rich language may include the use of analogies and comparisons.

Also - I just don't think I can teach that standard and RI 8.9 this week and be ready for a test by next Tuesday. This is, of course, on top of getting the writing accomplished. UGH!


So Tiffany posted some questions to Dropbox and I am going to post mine this evening. Please upload anything you have! What we MUST do is write our answers to the ERQ and SAQ's. Do this independently and bring to the PLC Thursday - please have this finished. We need to hash this out together before we asses the students. Also, please have completed the MC questions to make sure there are no misunderstandings/confusions that could pose a problem for our kids. I really want to get together after the test is given and score together - at least one class. We can trade and grade or grade our own. This will help us each see issues, common errors, etc. We can do this next Wednesday during our PLC's.

Please give me feedback on dropping RI 8.3 or if you have any questions (email or comment below)!

Unit 3 Common Assessment and Test Writing

For unit 3 we need to assess the reading standards RI 8.2, RI 8.3, RI 8.9. Plus we need to stay on L.8.4 and L.8.5. 

We are using the Benedict Arnold Passages and the passage on government in the Common Core Clinic book specifically for RI 8.3. Here is a link on teaching RI 8.9. In the last paragraph it includes links to the two Benedict Arnold passages we are using on the text. I have them electronically & hard copy at school. 


WRITING QUALITY QUESTIONS: I think assessment writing is tough stuff, as we try to make the tests authentic to KPREP. I found this link to a sample test WITH explanations of questions. Scroll through and look at how the questions are written and the justifications - a great guide to help you as you write! RI 8.2 is prominently featured in the constructed response. Check it out! 

Advanced Synthesis Practice and Assessment Pieces for On-Demand Practice

I found two articles in a magazine we have laying around the house that directly relates to the same topics/themes of Outliers (it is titled Scientific American Mind--it is scholarly).  I was reading the On-Demand practice prompt for argument, and I think one article can work as practice, and the other can work as the test.  I think we can practice teaching them how to synthesize information from both the book and the article.  The On-Demand test will only provide them one relatively easy passage.  We will be bumping up the difficulty level beyond the test which will hopefully enable better results on the real On-Demand test.  The articles differ in the exact argument they are presenting, but a lot of the information is similar to the book.  I think it would be a good exercise to teach them how to weed through both the article and book to provide a well informed argument on a position.  I think our argument we ask them to write will have to deal with what are the factors that create extreme success; i.e. opportunity/culture/socio-economic position vs. innate ability, or a mix of both.  For On-Demand it tells them what side to take, so I think we should do that also.  This choice in argument would not focus on the use of anecdote, so we would just need to completely change the prompt.  I will show you the articles, and we will discuss it.  I will get my husband to scan the, so I can email them to you this weekend. 

P.S.  I know you already know this stuff about On-Demand, so I am spitting out what I know, so you can correct any of my misconceptions.