Educational Planning: Instruction, assessment, and Classroom Management5500:360

Unit Plan: “How To” Essay and Comma Usageby Rachel Lenk

IntroductionThis 10 day integrated language arts unit plan is designed for the use in a eighth grade classroom at Streetsboro Middle School in Streetsboro, Ohio. The middle school enrolls 298 students, of whom 224 (75.3%) are white and 52 (17.5%) are black/non-hispanic. Of the student body, 40 (13.5%) of the students have disabilities, and 117 (39.2%) of the students are economically disadvantaged. About 1/3 of the student body come from families where the children get jobs as soon as they are of age. Most families live in a rented house. Streetsboro Middle School has a “C” (72.2%) in gap closing.

With this information, my teaching will be affected due to the economic status of the student body as well as the differences in race. I will need to adjust the materials I make mandatory to own and what selections I choose for the class to read. For example, instead of making it mandatory for students to buy pens for a lesson in class, I will provide the pens for them. There is a “community supplies table” in class that all students can borrow/use supplies from at any time. Students are able to bring in new materials for 0.25 bonus points on either their own or a classmate’s homework assignment (excluding papers). They can earn up to one bonus point this way per assignment. In regards to different ethnicities, I promote an equitable and fair classroom. I will make sure each student is treated fairly and have a zero tolerance for bullying and teasing.

After talking with my current students at Streetsboro High School (as the Auxiliary Advisor of their marching band), I have learned that the book I will be using is actually what they have used in 9th grade. However Bierce Library at the University of Akron have it labeled as an 8th grade book. For the sake of this unit plan, I will use the textbook as it was labeled in Bierce. In a real-life unit plan, I will use the textbook that is provided by the school district and adapt it to my students and the state standards as I need to.

Rationale

This unit plan will focus on the 8th grade integrated language arts model curriculum expectation for learning that reads:

Text Types and Purposes2. Write informative/explanatory texts to examine a topic and convey ideas, concepts,

and information through the selection, organization, and analysis of relevant content

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and include formatting (e.g., headings), graphics (e.g., charts tables), and multimedia when useful to aiding comprehension

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b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Conventions of Standard English2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

b. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.c. Use an ellipsis to indicate an omissiond. Spell correctly

Reading: Literature Key Ideas and Details

2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Students entering 8th grade should have learned:Key Ideas and Details

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

• Text Types and Purposes• 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts,

and information through the selection, organization, and analysis of relevant content.• a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,

and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

• c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

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• d. Use precise language and domain-specific vocabulary to inform about or explain the topic

• e. Establish and maintain a formal style.• f. Provide a concluding statement or section that follows from and supports the

information or explanation presented.

• Production and Distribution of Writing• 5. With some guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose an audience have been addressed

In the 9th grade, students will learn to:

Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend literature including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

I have put the lesson of a “how-to” essay along side the use of commas in a series and commas separating adjectives because I feel it will give students an immediate opportunity to try out the new concept. This way, they are able to apply what they have learned rather than just repeat what I have presented them. I feel that the more they can practice it, the better. They have already written informational essays in 7th grade, so the ”how-to” essay is an extension rather than a completely new concept. That is why I feel students will be capable and successful in this unit.

Instructional Objectives

1. After reading the folk tale We Are All One in class students will write concise instructions at home, based upon what they learned from the story as well as their own experiences, a short “how-to” essay on living life with the philosophy “we are all one” with at least three steps supported by at least one example from the text per step.

2. After copying the sentences from page 274 of their textbook Elements of Literature Second Course, students will correctly add commas to separate the items in a series with 85% accuracy.

3. Students will copy the grammar link exercise on separate adjectives using commas on page 287 of their textbook Elements of Literature Second Course and fill in the missing commas with 85% accuracy.

4. Students will read and complete the Three-Level Comprehension Guide worksheet with 85% accuracy while reading “The Cormorant in My Bathtub”.

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5. Students will create a comic online using Bitstrips that summarize at least one of the two stories with the summary being 85% accurate.

6. Students will write a four sentence summary of what is a “How To” essay, with a 85% accuracy, put the summary in a Voki, and email the summary and the Voki to the teacher.

Accommodations

Student Needing Accommodation

Accommodations

Student with Cognitive Disability (CD)

(required)

The student will pre-write what they want to say by either pictures illustrating their thoughts or verbally communicating them to a teacher aide. All texts will be read to the student as they follow along. The student will continue the habitual patterns that was established at the beginning of the year. Detailed accommodations are described in the student’s IEP.

Student with a Specific Learning Disability (SLD)

(required)

All texts will be read out loud during class with the students following along. Extra time will be given as needed for student to complete writings and at home readings. Accommodations are described in detail in the students’ IEPs.

Student with Emotional Disability (ED)

(required)

The student will be informed ahead of time when and what they will read in front of the class so they know what to prepare or practice. Student will also be able to use stress ball in class. If the student needs to alleviate stress or pressure, the student will put their water bottle on their desk to communicate this with me, just like we worked out at the beginning of the year. Accommodations are described in detail in the student’s IEP.

Recently Enrolled Students

(optional)

The student will be able to e-mail my school e-mail at any time with questions about the stories or the assignments. I will provide a guide to the class that states the different points of view and their definitions as well as an example sentence with appropriate use of commas.

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Student Needing Accommodation

Accommodations

Economically Disadvantaged

(optional)

Students will be able to get paper and pencil from the in-class resource pile. Students from all classes that are able to have been contributing materials to the piles as a way to receive and extra 1/2 point on a homework. Any student can use any of the materials in the pile regardless of their economic background, and sometimes even I use materials from the pile for the class. This will eliminate embarrassment.

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Day One

Introducing the Unit to Students and Creating InterestTo encourage participation and interest in the topic, I will ask students to write a short explanation of their favorite app/facebook game/video game. After they have had some time to write the first part, I will have them continue their writing by asking them to write down how to play the game. Then, I will have some of the students share what they have written. This is to not only get them started on thinking of how to write a “how-to” essay, but it will also show me how well the students can convey information they know. The purpose of the opening activity is to get students thinking of how to explain to someone and the steps of completing a task. Students most likely have had to informally give a “how-to” to their peers/parents, and this exercise helps students see this as well as get them thinking on how to develop these skills.

Pre-assessmentHaving the students write down their explanation of a game as well as explain how to play it will serve as the pre-assessment. The individual writings will allow me to see what each student can do, even the students who did not want to share aloud. Sharing aloud will help other students model their writings.

Student Involvement in Planning the UnitAs a teacher, my main goal is to equip my students will skills and tools that will help them in life. In my area of teaching, that includes but is not limited to the ability to write clear and concise, use punctuation and grammar properly, be able to edit their own works, and have a command of the English language. This will remain a goal throughout my lesson. I will use my pre-assessment and formative assessments to gauge how confident my students are in the material and to see what needs to be elaborated on. I will also use these assessments to see if the

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students do not need the content to be extended on. I would like to see that each of my students is properly equipped to use the content for the rest of their lives.

Day 2

State Standard(s)

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Instructional Objective(s)After reading the folk tale We Are All One in class students will write concise instructions at home, based upon what they learned from the story as well as their own experiences, a short “how-to” essay on living life with the philosophy “we are all one” with at least three steps supported by at least one example from the text per step.

Instructional Activities1. Pre-reading activity: On a blank sheet of paper, students will draw a circle that takes up most

of the page with the label “We Are All One” and write or draw at least 4 things explaining what they think the phrase “We Are All One” means with at least one of those ideas a statement of how they feel about the concept.

2. During reading activity: As the students read the story, they will write on a blank sheet of paper their reactions, questions, and interpretations about the story with at least four comments per page of the story.

3. Post reading activity: On another blank sheet of paper, students will redraw the “We Are All One” circle, but fill it out in their pre-assigned groups with at least one detail per person about what they have learned “We Are All One” means from the story and then see how many ideas in their first circle match the group’s second circle as well as underline on the group circle how many new details they have.

Materials Needed

- “We Are All One” by Laurence Yep from the Elements of Literature: Second Course textbook- Three blank pieces of paper per student- A writing utensil with blue or black ink or a pencil

Bibliographic Source:

This idea is my own and based on Elements of Literature: Second Course text book.

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Formative Assessment:The formative assessment is the homework assignment that is a short “how-to” essay on living life with the philosophy “we are all one” with at least three steps supported by at least one example from the text per step.

Day 3

State Standard(s) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Instructional Objective(s) After copying the sentences from page 274 of their textbook Elements of Literature Second Course, students will correctly add commas to separate the items in a series with 85% accuracy.

Activities

1. Students will start a KWL (know, want to know, and learned) chart on “how-to essay”. They will not complete the learned section in class. Students will turn it in before class is over.

2. Students will listen and view the book Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference! by Putnam Juvenile.

3. On a blank piece of paper, students will follow the comma activity on page 274 of the Elements of Literature Second Course textbook.

Materials Needed- Pencil- Paper- The Elements of Literature: Second Course- Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference! by Putnam Juvenile.- document camera and/or the book pages scanned into the computer to be projected for students

- (depending on what I would have in a classroom)

Bibliographic Source

This idea is my own and based on Elements of Literature: Second Course text book.

Truss L., (2006), Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference!, Putnam Juvenile.

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Formative Assessment

The formative assessment is the comma activity on page 274 of the Elements of Literature Second Course textbook.

Day 4

State Standard(s)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Instructional Objective(s)

Students will copy the grammar link exercise on separate adjectives using commas on page 287 of their textbook Elements of Literature Second Course and fill in the missing commas with 85% accuracy.

Activities1. Students will use a form of Cloze Procedure (notes with words omitted) to take notes on “How-To Essay”. This will be based on the KWL charts the students did.

2. On page 287 of their textbook Elements of Literature Second Course, students will start class with this exercise.

3. Emulating Eats, Shoots & Leaves, students will create illustrate their own sentence with and without a comma to show the difference a comma makes.

Materials Needed

- Pencil- Paper- The Elements of Literature: Second Course- “Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference! by Putnam Juvenile.- document camera and/or the book pages scanned into the computer to be projected for students

- (depending on what I would have in a classroom)

Bibliographic Source

This idea is my own and based on Elements of Literature: Second Course text book.

Truss L., (2006), Eats, Shoots & Leaves: Why, Commas Really Do Make a

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Difference!, Putnam Juvenile.

Formative Assessment

The formative assessment is the comma activity page 287 of their textbook Elements of Literature Second Course.

Day 5

State Standard(s)

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Instructional Objective(s)

Students will read and complete the Three-Level Comprehension Guide worksheet with 85% accuracy while reading “The Cormorant in My Bathtub”.

Activities

1. Students will complete an Open Word sort before the reading. Students will organize the provided words into labeled categories, with no single word being in it’s own category, then write down the categories. The open word sort will help students think about the words and how they can be related.

2. With the Open Word sort activity as a stepping stone, an in-class discussion will be held going over what synonyms of the vocabulary words could give a greater impact to the story’s meaning

3. Students will read the short story “The Cormorant in My Bathtub” and complete the

Materials Needed- Cut out vocabulary words, one set per student (listed below)

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- One Three-Level Comprehension Guide for each student- Pencil- Paper- “The Cormorant in My Bathtub” from the Elements of Literature: Second Course

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Three-Level Comprehension Guide

Bibliographic Source

This idea is my own and based on Elements of Literature: Second Course text book.

Formative AssessmentThe formative assessment is the

Day 6

State Standard(s)

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Instructional Objective(s)

Students will create a comic online using Bitstrips that summarize at least one of the two stories with the summary being 85% accurate.

Activities

1. Students will write a brief, one paragraph summary of each story that was read in class.

2. In a computer lab, students will go onto http://www.bitstripsforschools.com/ and create a comic illustrating their summaries, working on one comic at a time. Students will print off their completed comic.

3. Students will leave their comic(s) on their desk. Everyone will participate in a Gallery Walk, viewing each other’s comics.

Materials Needed

- Pencil- Paper- Computer Lab with internet access and printer

Bibliographic Source

This idea is my own.http://www.bitstripsforschools.com/

Formative Assessment

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The formative assessment is the bitstrip comic that summarizes the stories read.

Day 7

State Standard(s)Continue the state standards that reads:Text Types and Purposes2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and include formatting (e.g., headings), graphics (e.g., charts tables), and multimedia when useful to aiding comprehension

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Conventions of Standard English2. Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing.b. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

c. Spell correctly

Instructional Objective(s)

Students will write a one paragraph summary of what is a “How To” essay, with a 85% accuracy, put the summary in a Voki, and email the summary and the Voki to the teacher.

Activities

1. In groups of 2 to 3, students will create a paragraph that is at least 4 sentences, less than 6 sentences, that summarizes what a “how-to” essay is. Each student will need to have their own copy of the paragraph they worked on together.

2. In a computer lab, students will work individually to create a voki using the paragraph they created with their group. Students will send the completed voki in an email along with the paragraph they have written to the teacher.

3. A few volunteer students will share their Vokies with the class.

Materials Needed

- Pencil- Paper

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- Computer Lab with internet access and printer- Computer screen projector (such as a SmartBoard)

Bibliographic Source

This idea is my own.https://www.voki.com/classroom/login_status.php

Formative Assessment

The formative assessment is the written paragraph and the Voki.

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Chunk 3

Rachel Lenk

Day 8: Authentic AssessmentStudents will start prewriting of the “How-To Essay” in class. They will be given this prompt for the essay:

Your best friend Sam is looking for a new hobby. Sam asks “What is your favorite activity?” You must describe to sam your favorite thing to do. Start by explaining the activity/hobby. Then tell Sam how to do the activity/hobby. You must be clear and organized in your paper so Sam understands the activity/hobby and has an idea of how to do it. There must be at least 4 steps, but less than 10 steps, in the description of how to do the activity.

After they are given the prompt, they are to start brainstorming ideas of topics to write about. They may draw pictures, write a word web, or any other form of brainstorming the students find most effective. They will spend the first third of the class period working alone. Then, the students will get in groups and discuss the ideas. The teacher will walk around to each group to make sure students have a hobby or activity that they can write about. If the students are having a difficult time coming up with an idea, the teacher will provide generic topics, such as how to get ready for school or how to make a packed lunch, for the student to write about. If the class period has time left over, students will begin a draft. The draft must be written so there is a line of blank space in between each line of words (in other words, students must skip every other line when writing). If the class period is over, students must have the draft completed as homework.

Day 9: Authentic AssessmentStudents will continue working on the draft in class. Regardless of class time yesterday, students will spend the day working on the second (and possibly final, depending on the student) draft.

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Teacher must walk around and make sure students are doing the assignment properly, offering help/guidance as needed by the students. Students may also read their draft to someone from their group if both are done with the first draft or if both are done with the second draft. Allow student-to-student teaching throughout the class. If the students are able to complete second drafts, they may trade with a peer (regardless of group) to peer edit. By the end of the class period all students must have their own drafts in hand and must write final copy as homework. Students must turn in the final copy alongside the prewriting and any drafts they may have by the end of the week/the day after the test. If turned in before the final test, students will not have to do any of the essay questions (which will be labeled as such) on the test.

Rubric for the Authentic Assessment

This rubric will be used to assess the essay.

Traits 0 Points 10 Point 20 Points 30 Points

Focus & Details

The topic and supporting detail are unclear

The topic is somewhat clear but the supporting details are unclear/ incomplete/ inaccurate

The topic is clear but the supporting details are not very detailed or the information is inaccurate

There is one clear, well-focused topi. Supporting details are clear. The information is accurate.

Organization

There is no clear introduction, no detail or logical/ sequential/ chronological order in supporting paragraphs, or conclusion.

The introduction and/or conclusion states the main topic. Support paragraphs are unclear or out of logical/ sequential/ chronological order.

The introduction states the main topic and provides some overview of paper. Supporting paragraphs are mostly clear but missing details. There is a conclusion.

The introduction is inviting, states main topic, and provides an overview of paper. Information is relevant and presented in logical order. Conclusion is strong and sums up paper.

Verb Tense and Noun Agreement

There is no consistent verb tense. Nouns and verbs do not agree.

There is some consistent verb tense, but mostly disagreeing tenses. Nouns and verbs do not agree.

The verb tenses mostly agree as well as the nouns and verbs mostly agree. Few (less than 3) mistakes.

The verb tenses agree. Nouns and verbs agree. Less than 1 mistake.

Word Choice

Paper has limited vocabulary. Undefined jargon, slang, or clichés are present and distract from the meaning of the paper.

Paper has words that communicate the idea semi-clearly, but the writing lacks variety.

Paper has mostly diverse words and phrases. Choice and placement of words are inaccurate at times and/or seem overdone.

Paper has a wide range of words and phrases. The choice and placement of words seem accurate, natural, and not forced.

Sentence Structure

Sentences sound awkward, are distractingly repetitive, or are difficult to understand.

Most sentences are constructed with similar structure and/or length.

Most sentences are well constructed and have some varies in structure and length.

Sentences are well constructed and varied structure and length.

Punctuation

The paper has more than 6 errors in mechanics that make the paper difficult to understand.

The paper has more than 3, but less than 6, errors in mechanics that interfere with understanding.

The paper has less than 3 errors in mechanics. Errors that interfere with understanding.

All commas, quotes, periods, and other mechanics are correct in the paper. No missing or extra marks.

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Spelling and Grammar

The paper has more than 6 errors in spelling and grammar that makes the paper difficult to understand.

The paper has more than 3, but less than 6, errors in spelling and grammar that interfere with understanding.

The paper has less than 3 errors in spelling and grammar that slightly interfere with understanding.

Grammar is correct with less than one mistake. Less than one spelling error.

Essay Length

Paper did not meet the required length or follow the length restrictions.

Paper is either 4 or 14 paragraphs.

Paper is either 5 paragraphs or 13 paragraphs

Paper is between 6 and 12 paragraphs.

ReviewerComments

Students earn a total of 240 points. A minimum of 130 points must be earned with at least 20 points being earned in 4 of the 8 areas and 10 points being earned in 3 of the 8 areas.

Student Self- Assessment

Student will be able to assess their progress by comparing and contrasting at their prewriting and drafts of the smaller how-to essays done in days 2-7 to their final how-to essay (draft) at the end of the unit. Day 10 Traditional Assessment

Before the test begins, students who have their final essay completed will turn it in so the teacher will know who will and will not be answering the essay question(s) on the test.

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Unit Test:

1. Which of these sentences contains all the necessary commas and uses them correctly?A) George where is the dark, gloomy grey house?B) Karen, You can find the solemn house on Main Street next to the small, cute, cabin.C) Karen you can find the solemn, house on Main street next to the small, cute cabin.D) George, where is the dark, gloomy, grey house?

2. Is the statement below correct or incorrect? Briefly explain or list why. Commas are used only as a way to indicate a pause.

3. Edit the sentence below.

“ i said ” george will you please pass Me the small round blue lollipop !

Directions: Put commas where they belong. A few of these sentences do not need commas.

4. We are having peas and carrots roast beef and cake for dinner.

5. Miss Rachel my English teacher said that we have to learn how to use commas..

6. He says "Remember Bob use commas before and after you address someone directly."

7. What is a “How-To Essay”?A) A paper that I had to do for this class that I am never going to use again for the rest of

my life.B) An essay where I have to explain somethingC) An essay where I have to describe an action and give instructions on how to do that

actionD) An essay where I have to describe somethingE) An essay where I have to give instructions on how to do something

8. Essay response: What is a “how-to essay”? How or when would you use a “how-to essay” in real life? Your answer must be at least 3 paragraphs long. Use a separate piece of paper to write your answer.

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9. Why is it important to make at least one rough draft of your essays? Choose the best answer.A) Your first idea is always your best with the best English. Drafts are irrelevant because

I can edit as I write it.B) It’s important to refine ideas and edit so you can have your best constructed paper

each time.C) I don’t know why, the teacher says its important.D) It is important to check your grammar and punctuation.

Directions: Briefly answer the following questions about “The Cormorant in My Bathtub”. At least one sentence for each question.

10. What happened when the narrator was about eight years old?

11. What has the bird given the narrator?

12. Why does the narrator assume that the bird understands the narrator’s good intentions?

13. a. How does the grandmother’s treatment of the narrator echo the narrator’s treatment of the bird? b. What universal truths do these actions suggests?

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14. Place a check in front of the number of the sentences that were in “We Are All One”.

____ 1. There are two baskets of candy, I’ll be back before they’re gone.

____ 2. The millipede became the magical medicine to cure the queen.

____ 3. Almost immediately, thousands of ants came boiling out of nowhere.

15. Place a check on the line by the sentences that state what the author was trying to say in “We Are All One”.

____ 1. All living creatures are related and therefore must help each other.

____ 2. Bugs will help you if you help them.

____ 3. It is important to not squish bugs just because they are creepy.

16. Place a check on the line by the statements that the candy peddler in “We Are All One” would agree with.

____ 1. Doing good a good deed will have a reward.

____ 2. If you are sick, you shouldn’t ask for help. Just take care of yourself.

____ 3. Candy is a good base for meals.

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Test Answer Key

1. D (1 point)

2. Incorrect. Answer must have at least two other ways to use commas. E.g. Commas can be used for items in a series, directly addressing someone, a pause, connecting two independent clauses, set off parenthetical elements (aka appositives), separate coordinate adjectives, set off quotes. (4 points) 3. I said, “George, will you please pass me the small, round, blue lollipop?” (6 points total, 1/2

point for every thing that was corrected.)- Removed the quotes around “ i said ” (1 point)- Capitalized I (1/2 point)- Comma after “said” (1/2 point)- Open quote before “George” (1/2 point)- Capitalized George (1/2 point)- Comma after “George” (1/2 point) - Lowercase “me” (1/2 point)- Comma after “small” (1/2 point)- Comma after “round” (1/2 point)- Question mark after “lollipop” (1/2 point)- End quote after the question mark (1/2 point)

4. We are having peas and carrots, roast beef, and cake for dinner. (1 point total, 1/2 point per comma)

5. Miss Rachel, my English teacher, said that we have to learn how to use commas. (1 point total, 1/2 point per comma)

6. He says, "Remember, Bob, use commas before and after you address someone directly." (1.5 points total, 1/2 point per comma)

7. C (1 point)

8. Possible total of 15 points.

Traits 0 3 5

Length < 2 paragraphs 2 paragraphs 3 paragraphs <

Sentence Structure Sentences sound awkward, are distractingly repetitive, or are difficult to understand.

Most sentences are well constructed and have some varies in structure and length.

Sentences are well constructed and varied structure and length.

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Traits 0 3 5

Punctuation More than 6 errors in mechanics that make the paper difficult to understand.

Less than 3 errors in mechanics. Errors that interfere with understanding.

All commas, quotes, periods, and other mechanics are correct in the paper. No missing or extra marks.

Spelling and Grammar

More than 6 errors in spelling and grammar that makes the paper difficult to understand.

Less than 3 errors in spelling and grammar that slightly interfere with understanding.

Grammar is correct with less than one mistake. Less than one spelling error.

9. B (1 point) 31.5 points

The following are possible answers for the question. As long as the student’s answer is either close to the following, incorporates part of the following, and/or illustrates the main idea of the story as guided by the question, the student shall receive credit.

10. The narrator’s parents died and he moved in with his grandparents. (2 points)

11. The bird gave the narrator a sense of being needed. (2 points)

12. The bird did not claw or fight when it was being cleaned. Or The bird laid still for the bath. (2 points)

13. Possible Answers: a. The grandmother understands the narrator without the narrator having to explain just as

the narrator and the bird understand each other without talking. (2 points)b. Kindness is always repaid; Or Speech is not needed for understanding; Or Grief is

universal. (2 points)

14.__X__ 1. There are two baskets of candy, I’ll be back before they’re gone. (0.5 points)_____ 2. The millipede became the magical medicine to cure the queen.

__X__ 3. Almost immediately, thousands of ants came boiling out of nowhere. Delighted,

the old man held up his fingers. (0.5 points)

15. __X__ 1. All living creatures are related and therefore must help each other. (0.5 points)_____ 2. Bugs will help you if you help them.

__X__ 3. It is important to not squish bugs just because they are creepy. (0.5 points)

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16. __X__ 1. Doing good a good deed will have a reward. (0.5 points)_____ 2. If you are sick, you shouldn’t ask for help. Just take care of yourself.

__X__ 3. Candy is a good base for meals. (This could also be left blank, bonus point if

marked) (0.5 points)

Total: 43 points with the possibility of 0.5 bonus points.

Report of Student's ProgressReport cards are sent out each quarter to update parents on student progress. I will also send graded papers home for parents to see.

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