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8th Grade Language Arts Instructional Resources

Contents: Page 8th Grade Essential Standards 2-4 8th Grade Language Arts Instructional Blueprint 5-10 8th Grade Approved Reading List 11 MVUSD Writing Assessment Program Guidelines

12-16 8th Grade Response to Literature Writing Task

o District Rubric 17-18o Student Friendly Rubric 19-20o Practice Prompts 21-26o Sample 1 TBD

8th Grade Persuasive Writing Task o District Rubric 27-28o Student Friendly Rubric 29-30o Practice Prompt #1 31-32o Practice Prompt #1 Anchor Papers 33-44o Practice Prompts 2 & 3 45-46o Sample 2 Prompt 47-48

8th Grade Narrative Writing Task Review Resourceso District Rubric 49-50o Student Friendly Rubric 51-52o Practice Prompts & Anchor Papers 53-70

Resources for Preparing Students to Write Persuasive Essays 71-79 Resources for Preparing Students to Respond to Literature

80-96 Strategies for Cutting Time Correcting Essays 97-

102 Vocabulary Instruction Resources 103

Select Response Question Preparation 104-

105 Prentice Hall Resources 106-

111 Additional Unit Resources 112-116

Language Arts Instructional Blueprint for Grade 8Murrieta Valley Unified School District

Month

Reading(Vocabulary/ Literary

Response and Analysis/ Informational Text)

Writing(Strategies & Applications)

Language Conventions Listening & Speaking

Aug *Selections from PH Unit 1 "Charles" "How to Be Polite

Online" Select 2 poems **Other PH unit 1

selections ***Required or

independent novel reading

Humorous anecdote (WL p. 29)

Review narrative essay writing (Suggestion: Tie this assignment to "Charles" by having students write about an elementary school experience)

Introduce response to literature

DOL/CIB Warm Up Unit 1 Spelling Unit 1 Vocabulary Unit 1 Grammar

Nouns: Common/proper/ Plural/possessive/Specific/general

Pronouns: Antecedents/ Personal/ Intensive

Note: Unit spelling, vocabulary, and grammar refer to lessons in the textbook, Selection Support, and Writing and Grammar text--use the latter as needed)

Large/small group discussions

Informal presentations

Sept *Selections from PH Unit 2 "Flowers for Algernon" "Employment Contract" **Other PH Unit 2

Selections ***Required or


Comparing forms of communication (WL p. 61)

Literary response (WL p. 83)

Response to literature essay based on "Flowers for Algernon" (Suggestion: How has Charlie changed throughout the story? -or- What lesson does the reader learn from the story?)


Verbs: Verb phrases/Action/linking/Transitives/ instransitives/ Active/passive/ Verb tense



Presenting a narrative presentation (LSW p. 92)

Oct *Selections from PH Unit 3 "Raymond's Run" "Paul Revere's Ride" "O Captain, My Captain" "Saving the Wetlands" **Other PH Unit 3



District response to literature essay practice prompts

District Writing Sample: Response to Literature Writing Task (End-of-October)


o Adjectiveso Parallel structureo Adverbso Prepositional

phraseso Adjective-adverb

phrases



Nov *Selections from Prentice Hall Unit 4 "Travels with Charley"

or "The White Umbrella" "Ellis Island" "Ellis Island and Angel

Island"

Introduce Persuasive Essay

Recommendation (WL p. 395)

Persuasive Essay (WW p. 412)


Conjunctions: Subordinating/ Coordinating/



"Darkness at Noon" **Other PH Unit 4

selections ***Required or


Correlative Subject/predicate Compound

subject/verb

Dec *Selections from Prentice Hall Unit 5 "The Adventure of the

Speckled Band" "Simple Shadow

Puppet" **Other PH Unit 5



Persuasive essay practice prompts


Inverted sentence

Direct object Indirect object Appositives

Delivering a persuasive speech (LSW p. 416) or Deliver a "How To" speech (see "Simple Shadow Puppet")

Jan *Selections from Prentice Hall Unit 6 "The Tell-Tale Heart" "The Medicine Bag" ***Required or


Review Persuasive Essay elements (Suggestion: write a persuasive essay on whether the character from "Tell-Tale Heart" should serve prison time or be placed in a mental hospital)

District Persuasive Essay practice prompts

Response to literature (WL p. 531)


Adverb clauses Adjective clauses Simple &

compound sentences



Feb *Selections from Prentice Hall Unit 7 "Baseball" "from A Painted House" "The Trouble with

Television" ***Required or


District Writing Sample: Persuasive Writing Task (Early February)

Review response to literature essay writing

Response to Literature (WW p. 798)


Pronoun and antecedent agreement

Subject and verb agreement

Verb agreement with indefinite pronouns



Mar *Selections from Prentice Hall Unit 8 (cont’d) "The Diary of Anne

Frank" "from Life is

Beautiful" **Other selections

from PH Unit 8*Selections from Prentice Hall Unit 9 Study at least one

poem from each poetic form (lyric/ode/ ballad/epic/elegy/ sonnet)

***Required or independent novel reading

Review response to literature and persuasive writing

End-of-the-Year District Writing Assessment (Before Spring Break)

DOL/CIB Warm Up Unit 8Spelling Unit 8 Vocabulary Unit 8 Grammar

Comparative and superlative forms of modifiers

Comparisons with more and most



Delivering an oral response to literature (LSW p. 802)

Apr *Selections from Prentice Hall Unit 9 (cont’d) ***Required or


Profile of poet (WL p. 843)

Review narrative, persuasive, and response to literature essays

DOL/CIB Warm Up Unit 9Spelling Unit9Vocabulary Unit 9 Grammar

Punctuating coordinate adjectives



Evaluating media messages (LSW p. 906)

May-June

*Selections from Prentice Hall Unit 10 "Pecos Bill: The

Cylcone" "Why the Waves Have

Whitecaps" ***Required or


End-of-Course Exam


Commas in a series and in compound sentences(

Commas in complex sentences

Commas



Multimedia Presentation (LSW p. 966)

GL = Grammar Lesson in Prentice Hall Text SL= Spelling Lesson in Prentice Hall TextWL = Writing mini-lesson in Prentice Hall Text WW= Writing Workshop in Prentice Hall TextLSW = Listening & Speaking Workshop in Prentice Hall TextVDL = Vocabulary Development Lesson in PH TextPH = Prentice Hall Textbook CIB = California Item Bank

**Teacher selected works from Prentice Hall that can be studied as time permits based on student need

***Novels may be read independently or as a class. The novel The Outsiders should be studied by the class during the course of the year. The teacher may incorporate this novel into the curriculum as he/she

sees fit. Independent novels or additional required novels may be selected from the approved list, or they may be teacher or student selected.

8th Grade Literature-- novels from the approved list below may be used for required or independent reading.

• Across Five Aprils• And Then There Were None• The Adventures of Tom Sawyer• Anne Frank; Diary of a Young Girl• The Call of the Wild• Farewell to Manzanar• Hound of the Baskervilles• House of Dies Drear • The Light in the Forest• Little Women• Mouse Trap and Other Plays • My Brother Sam is Dead• Narrative of the Life of Frederick Douglas• O Pioneers• *The Outsiders• The Ox-Bow Incident• The Red Badge of Courage• Slave Dancer• Tales from Shakespeare• That Was Then, This is Now • To Be a Slave• Walk Across America• Way to Rainy Mountain• The Witch of Blackbird Pond

*Indicates required 8th grade reading (in-class or independently)

MVUSD Writing Assessment Program GuidelinesGrade 8

Introduction: The purpose of this guide is to provide teachers with information and procedures for teaching and assessing the writing genres represented on the Writing Samples and End-of-Year Writing Assessment. Though

http://www.sdcoe.k12.ca.us/score/crane/cranetg.html

http://www.sdcoe.k12.ca.us/score/out/outtg.html

http://www.sdcoe.k12.ca.us/score/sam/samtg.html

this document focuses on the assessed genres, it does not preclude instruction on other genres represented in the state standards.District Writing Assessment Information &Procedures: Seventh-eighth grade Writing Samples and End-of-Year Writing

Assessments are performed as timed writing tasks to be completed in one block or two regular periods.

It is highly recommended that students practice timed writing tasks throughout the year that include brainstorming and final copy in one sitting in order to prepare for state tests.

The prompts, practice prompts, and rubrics for each sample are generated by district literacy team.

The prompts for Writing Samples 1 & 2 sometimes include anchor papers reflecting student writing at each of the scoring levels. These can be used as a guide when assessing student writing on these samples.

The writing prompts will be similar to those used on the CST and CAHSEE writing assessments.

The writing assignments in the textbooks could be used as practice or as a guide for completing the writing sample.

The first two samples will be graded by the teacher using the rubrics and anchor papers as a guide, and scores will be submitted to your site administrator.

The End-of-Year Writing Assessment will be evaluated by district scoring teams.

The score from this sample will be submitted to the district and incorporated into the student’s Language Arts Matrix Score.

**The End-of-Year Writing Assessment will be randomly selected from any of the three genres taught for samples 1 and 2.**

District Writing Assessment Timeline:

Grade

Genre 1 Teach Sept-Oct

District Writing

Sample-Late Oct

Genre 2 Teach Nov-Feb

District Writing

Sample-Early Feb

Review all Genres

No District Writing Sample

End-of-Year

Writing Assessme

nt(March)

6Narrative Essay Persuasive Essay Review Randomly

Selected

from Genres Taught

for Samples

1-2

7Summary of

ReadingResponse to Literature

Review

8Response to Literature

Persuasive Essay Review

*See the Instructional Blueprints for Grades 8 Language Arts for the integration of this assessment timeline with the Prentice Hall language arts program. The blueprint includes corresponding writing workshops for each of the above genres that can be used to support student writing.

Timed Essay Writing vs. Process Paper Writing:Timed-essay: writing with a specific prompt, no scaffolding, no thesauruses or dictionaries, and a limited time period.Examples: CST grades 4 & 7 District writing assessments CAHSEE Golden State Exams New SAT Advanced Placement Exams Subject A (and other college entrance exams) CBEST Essay tests

**Students must be given ample practice throughout the grade levels in order to be prepared to write time-essays under pressure!!

Process Paper: writing that may have a specific prompt or give the students a choice of topics. Teacher takes students through the writing process and provides a realistic timeline. Students receive ample scaffolding through this process.

**Students should be given ample experiences writing process papers so that they have time to develop their writing through composing, revising, and rewriting multiple drafts of essays

Balancing Timed Writing and Process Writing:

Provide models, graphic organizers, and strategies specific to a particular genre, and practice scaffolding techniques

Practice writing essays in the genre as a whole class and/or in small groups

Practice writing an essay in each genre independently using all the steps of the writing process

Practice writing timed essays in each genre independently or in small groups

Write timed essays for each genre independently

Using Rubrics to Evaluate Student WritingGrades 6-12

The district provides rubrics which should be used when evaluating student writing samples and end-of-year writing assessments. These are based on the CST and CAHSEE rubrics provided by the state. These can also be used to evaluate other student writing throughout the year. In many cases, student-friendly rubrics have also been created by the district literacy teams. There are two primary approaches to using these rubrics: analytical and holistic scoring.

Analytical scoring: in using the rubrics to score student writing analytically, the rubric descriptors are used to evaluate specific aspects of the composition. The rubric may be used as a checklist, or specific point values attributed to the descriptors, to help students understand why the writing receives a particular score. The teacher may also focus on only one or a few specific descriptors for the evaluation of the writing in order to focus on those particular aspects. Analytical scoring is typically done to facilitate instruction. Analytical scoring can also be done with a sample population of students.

Holistic scoring: use the rubrics to holistically score student writing on all district writing samples and end-of-year writing assessments. There are a few key conventions to holistic scoring:

No one aspect of the rubric should determine the student's score on the essay. The score should be based on the reader's overall impression of the writing, with the descriptors functioning as a general guide to the final score.

Students should be awarded for what they do well rather than penalized for what they don't.

When scoring holistically, a general rule of thumb if to follow this evaluation sequence:1. Read the essay and determine, on first impression, if it is an upper or lower level paper. Upper means the student "got it," lower means they did not.2. Once this is determined, use the descriptors to determine a specific score within the upper range or the lower range.

Holistic scoring can be done for an entire population of students, followed by analytical scoring of a sample population within that group to help determine instructional goals.

Rubric Scores/Grades:

It is important to remember that CST and CAHSEE rubric scores do not necessarily equate to letter grades. However, because district writing samples, end-of-year writing assessments, and other student writing assignments must also be given grades, the following chart can assist you in determining scores and grades for essays when using the rubrics to score holistically.

These grade equivalencies do not factor in other elements you may choose to include in a student grade, such as writing process, effort, etc.

Keep in mind that applying the rubric to an evaluation of student writing must take into account the time the student had to complete the essay. For example, a timed-essay for which the student is not given time to revise and rewrite must be evaluated as a first draft without the same expectations that might be applied to a polished final draft of a process paper.

For end-of-year writing assessments, a straight rubric score-grade equivalent must be used because there are no +/- used in scoring essays. However, for other writing assignments, you may use +/- rubric scores to more specifically identify student performance.

1st Upper Level Lower Level

Impression "Got It" "Didn't Get It"District Score 5 4 3 2 1CST/CAHSEE Equivalent

4Advanced

3Proficient

2Basic

1Below Basic

0Far Below

BasicGrade Equivalent

A B C D F

Expanded Grade Equivalent

5 5- 4+ 4 4- 3+ 3 3- 2+ 2 2- 1

A A- B+ B B-/C+

C+ C C-/ D+

D+ D D- F

Grade 8 Writing Rubric – Narrative Essay

5 The Writing- Addresses all parts of the writing task. Demonstrates a clear understanding of purpose and audience. Provides a thoroughly developed plot line, including major and minor characters

and a definite setting. Includes appropriate strategies (e.g. dialogue; suspense; narrative action). Establishes coherence with a consistent point of view, focus, and organizational

structure, including an engaging introduction, the effective use of transitions, and an effective conclusion.

Establishes a controlling impression by presenting a clearly presented central idea with relevant facts, details, and/or explanations that reveal the significance of, or the writer’s attitude about, the subject.

Includes a variety of sentence types. Contains few, if any, errors in the conventions of the English language (grammar,

punctuation, capitalization, and spelling). These errors do not interfere with the reader’s understanding of the writing.

4 The Writing –

Addresses all parts of the writing task. Demonstrates a general understanding of purpose and audience. Provides an adequately developed plot line, including major and minor characters

and a definite setting. Includes appropriate strategies (e.g. dialogue; suspense; narrative action). Establishes coherence with a mostly consistent point of view, focus, and

organizational structure, including an introduction, the effective use of some transitions, and concluding thoughts.

Establishes a controlling impression by presenting a central idea with mostly relevant facts, details, and/or explanations that reveal the significance of, or the writer’s attitude about, the subject.

Includes a variety of sentence types. Contains some errors in the conventions of the English language (grammar,


3 The Writing- Addresses only parts of the writing task. Demonstrates little understanding of purpose and audience. Provides a minimally developed plot line, including major and minor characters and

a setting. Attempts to use strategies but with minimal effectiveness (e.g. dialogue; suspense;

narrative action). Maintains an inconsistent point of view, focus, and/or organizational structure,

which may include ineffective or awkward transitions that do not unify important ideas.

Suggests a central idea with limited facts, details, and/or explanations. Includes little variety of sentence types. Contains errors in the conventions of the English language (grammar, punctuation,

capitalization, and spelling). These errors may interfere with the reader’s understanding of the writing.

2 The Writing-

Addresses only one part of the writing task. Demonstrates no understanding of purpose and audience. Lacks a developed plot line.

Fails to use strategies (e.g. dialogue; suspense; narrative action). Lacks a point of view, focus, organizational structure, and transitions that unify

important ideas. Lacks a central idea but may contain some related ideas. Includes no sentence variety. Contains serious errors in the conventions of the English language (grammar,

punctuation, capitalization, and spelling). These errors interfere with the reader’s understanding of the writing.

1 The Writing- Does not address the writing task. Has no purpose. Has no plot line. Has no strategies. Lacks a point of view, focus, and organizational structure. Lacks a central idea. Includes incomplete sentence structure. Contains serious errors in the conventions of the English language (grammar,

punctuation, capitalization, and spelling). These errors create confusion or make the essay nearly unintelligible.

Middle School Writing Rubric- Narrative

5 My Writing- Has a well developed order of events with a beginning, middle

and end Has main and minor characters and a setting Includes strategies such as dialogue, suspense and narrative

action Includes many different sentence types and rich vocabulary Contains smooth transitions that tie paragraphs and ideas

together Includes a clear central idea with supporting details, facts or

explanations Discusses all the issues presented in the writing prompt and has

a consistent point of view Contains few errors in spelling, punctuation, and capitalization

(these errors do not get in the way of the reader’s understanding of the writing).

4 My Writing- Has an order of events with a beginning, middle and end Has main and minor characters and a setting Includes strategies such as dialogue, suspense and narrative

action Includes different sentence types and varied vocabulary

Contains transitions that tie paragraphs and ideas together Includes a central idea with mostly related details, facts or

explanations Discusses all the issues presented in the writing prompt Contains some errors in spelling, punctuation, and capitalization

(these errors do not get in the way of the reader’s understanding of the writing).

3 My Writing- Has minimally developed order of events Has main and minor characters and a setting Tries to use strategies but with limited effectiveness (dialogue,

suspense and narrative action) Includes limited sentence types and vocabulary May have ineffective transitions that do not tie paragraphs and

ideas together Suggests a central idea with limited details, facts or

explanations Discusses only some of the issues presented in the writing

prompt Contains several errors in spelling, punctuation, and

capitalization (these errors may get in the way of the reader’s understanding of the writing).

2 My Writing- Lacks an order of events Shows no understanding of story elements such as characters and setting Fails to use strategies such as dialogue, suspense and narrative action Does not include different types of sentences and limited

vocabulary Lacks transitions that tie paragraphs and ideas together Lacks central idea Discusses only one of the issues presented in the writing prompt Contains serious errors in spelling, punctuation, capitalization (these errors get in the way of the reader’s understanding of the writing).

1 My Writing- Has no order of events Has no characters or a setting Has no strategies such as dialogue, suspense and narrative action Includes incomplete sentences and poor vocabulary No transitions Lacks a central idea Discusses none of the issues presented in the writing prompt

Contains serious errors in spelling, punctuation, capitalization (these errors cause confusion or make the essay impossible to understand).

Eighth GradePractice Prompt 1Narrative Writing Task

Directions

In this writing test, you will write a narrative composition.

Scoring

Your writing will be scored on how well you: tell a story about your experience develop a plot with a setting and characters use appropriate strategies such as conflict and resolution, dialogue, suspense, and

sensory details to make your story interesting clearly present a main idea with relevant facts, details, and/or explanations use proper conventions of the English language, such as grammar, punctuation,

capitalization, and spelling

Writing the Story

Think of a person who is now important to you or has made a lasting impression on you. Write a story about how you came to know that person and what that person did that impressed you.

Your writing will be scored on how well you: tell a story about your experience develop a plot with a setting use appropriate strategies such as conflict and resolution, dialogue, suspense, and



Directions (for the teacher)

In this prompt, students will practice writing a narrative essay. The writing sample is scheduled by the teacher and can be completed as a process paper in writer’s workshop format, an additional timed essay, or simply as a prompt analysis/discussion. Use of this prompt is at teacher discretion.

Use the rubric for the narrative writing as a guide for evaluating this composition.


Directions

In this writing test, you will write a fictional story.

Scoring

Your writing will be scored on how well you: tell a story about a fictional event develop a plot with a setting and characters use appropriate strategies such as conflict and resolution, dialogue, suspense, and



Writing the Story

Imagine that you could be the principal of your school for one day. Write a story describing the things you would do that day and how it would make you feel to be the principal.

Your writing will be scored on how well you: tell a story about a fictional event develop a plot with a setting and characters use appropriate strategies such as conflict and resolution, dialogue, suspense, and







Directions

In this writing test, you will write a narrative composition.

Scoring

Your writing will be scored on how well you: tell a story about your experience develop a plot with a definite setting use appropriate strategies such as conflict and resolution, dialogue, suspense, and



Writing the Story

Life is full of choices. Things happen as a result of the choices we make. Write about a choice you made that resulted in positive or negative consequences. Explain how that choice affected your life.

Your writing will be scored on how well you: tell a story about your experience develop a plot with a definite setting use appropriate strategies such as conflict and resolution, dialogue, suspense, and






Eighth GradePractice Prompt 3-– Narrative Writing Task Anchor Papers

(*Note: Scores are based on timed-essay draft length and quality—students completed essays under timed examination conditions without the time or

resources, such as thesauruses or dictionaries, to significantly edit or revise)

Score 5 (Sample A); A Horse Named FredI scurried down the noisy building, grasping my mother’s hand tightly. My small, six-year-old

feet moved rapidly to keep up with hers. The Christmas time hustle and bustle made the mall fill with voices and music. The mid-December vibe could be felt all around. They day had been long and hard, and my feet were weak and tired. I whined to my mother, “When are we going to be done?” She turned to me and said, “Right after we get a present for your grandparents.” I pouted and stubbornly followed my mother to a store where they sold antiques and jewelery. Oh dear, I thought, An old person’s store. I sighed deeply preceded to follow the slave driver. She handed me two rather large shopping bags and commanded me. “Wait right here and don’t move an inch,” she told me and vanished behind a dark blue curtain that read “No Food, Drinks, or Children.” I sat down upon an old, rusty bench next to a ceramic clown the size of myself. The laughter and good times were heard far away, outside the door. The store was silent. I swung my feet back and forth counting as they flew. “One, two, three, twelve, nine, seven, ten, six,” I said to myself and felt good about my progress in mathmatics. I become bored with numbers and pondered to myself, “Should I go look around?” My eyes screened the room. It was filled with foreign objects. Paintings, sculptures, maps, and pottery cluttered the shop from wall to wall. “She won’t mind if I take a little trip,” I told myself and jumped up from my seat, leaving my bags behind. I was lost in awe by the fascinating exhibits and soon found myself face to face with the ultimate find, a wooden horse. To adults’ eyes it was frail and fragile, but to a small child’s eyes it was fun. I ran up to my new found friend and proclaimed him Fred. “Hello Fred,” I squeaked to the abstract object cheerfully. “I am Deborah, your new best friend. Fred did not seem fazed by my arrival and wondered why. “What can I do to make you happy, my friend”? I said slightly hurt. He stared at me without one blink, and into oblivion. “I know,” I proclaimed with my eyes gleaming in excitement. I placed my hands on his unsturdy saddle and tried to pull myself atop of the pony. I put all of my strength into getting on the horse and slowly felt the pony wobble. It moved from side to side and I heard it snap and crackle. My loyal steed fell apart and I crumbled along with it, creating a massive sound that made the silent store sound like a robbery. My mother and a man in his late sixties, that I assumed to be an employee, came running over. “What the devil is going on here?” the man named Sam – or so his name tag read – said. I became overwhelmed with emotion and bursted into tears. “Fred is dead!” I screamed and continue drench my eyes in tears. I pointed to the disaster that I created. Sam put his hands on his hips and spoke quite loudly to my mother. I still wept for my good friend, while my mother dragged me out of the store thirty minutes later.

I had a choice to stay where I was told to or disobey and do what I wanted to do. I choose to disobey and destroy $300 worth of merchandise. After the incident, my mother would not let me go anywhere alone and also took they money to pay for the damage out (rest of page missing)I deserved what punishment I got and learned a lesson that I will not soon forget.Commentary:

Follows prompt and addresses task Descriptive word choice and well-chosen details (sensory) Uses strategies (humor, suspense) and lively dialogue By having the main character confront lesson learned, the character is able to convey how

the choice affected his/her life Varied sentence structures Minimal errors in conventions of English

Eighth Grade Practice Prompt 3– Narrative Writing Task

Score 5 (Sample B):“I’m Not Moving”

“Mom, what’s going on?” I said as I heard my parents discussing what seemed like very important news.

“Honey, Daddy and I have something to tell you.” At that moment, my heart sank. The words “We’re moving,” came out of my mother’s mouth and piercingly through my ears. Yes, we were moving away, far away.

You would probably figure that a seven year old, little girl, would not care where she moves as long as she’s got her Barbies, right? You’d probably figure that I wasn’t attached, right” Wrong. Even with the stereotype of a typical, careless, seven year old, I was still heartbroken. My whole life was wrapped around the little, old town of Victorville, the people, and the life that I had in it. After I heard the news, I went outside and sat while the hot, desert sun soaked up my tears. We were moving. The very moving. Ahh!

That night, I sat in bed racking my brain for a plan to somehow make all moving trucks break down and fall apart. I finally did draw somewhat of a conclusion, though it was not to make the moving vans freak out. It was merely the fact that I had a choice! They couldn’t make me go if I really didn’t want to! I could just go and live with my best friend, Michelle, and visit on weekends. Yes indeed, that was a perfect plan.

The next morning, I awoke to the strong smell of bacon, eggs, and hash browns. It seemed to be enough to draw my lazy self out of bed, too! I sat down at the table and served myself a few heaping portions of the food. I figured I needed my strength to break the harsh news and because I was starving! I had skipped dinner the night before due to my upside-down stomach that I was telling you about. After only a crumb was left on my plate, I broke my own bit of news.

“Mother?” I called her mother only when I was trying to sound grown up. I basically told her how I wasn’t going to be moving with them and how I just couldn’t leave my life behind and my plan for living with Michelle.

“Well, it seems that you’ve made your decision.” Mom said with a slight laugh. “It would be hard to tell your brothers though. They would be so disappointed.” She said with an even harder giggle this time.

“Poop on a stick!” I thought to myself. I totally forgot about my brothers. I loved my brothers and I loved spending time with them. I guess I had another choice to make. It was kind of like the beginning of that Robert Frost poem, ”The Road Not Taken”

“Two roads diverged in a yellow wood…” I sat down and tried to figure things out. I was sitting for what seemed like ages with my short attention span. Yet, I did come to another conclusion. I was going to move. I was going to move with my parents and my brothers, into a nice house, far away. I figured something out that day. Friendships and the places you live are not a guarantee, but family lasts forever.

The next day I began to pack, and not too long then after, a big U-haul was parked outside on the driveway. It was on the very driveway where I had once seen a shooting star, tried to fly, pretended I was an ice-skater on roller blades, and where I had gotten my first basketball hoop. My mind was flooded with memories there.

The week before the big move, lightening and thunder storms struck Victorville from every which way. I love thunderstorms and so I’ve always thought of that week as a goodbye from Victorville, my homethought of it made my stomach sit in an uneasy position, like it was upside-down or something. I just couldn’t believe it. I was.


Eighth Grade

Score 5 (Sample B) continued:I’ve continued to stay in contact with my best friend over the years and I can

actually say that I’m happy we moved. I was able to experience new things, see new things, and meet new people. I was able to be closer to my loved ones who I rarely saw when I lived in Victorville. I honestly escaped from the dusty, desert walls and saw the world or at least parts of Southern California, in a whole new light. I truly am a changed person because of the move from Victorville. Even though I have moved several times since then, Victorville will be and always will be the most memorable. So like the poem says,

“Two roads diverged in a yellow wood And I, I took the one less traveled by And that has made all the difference.”

Commentary: Follows prompt and addresses task Descriptive word choice Well-chosen details (sensory) Uses strategies (humor, suspense) Lively dialogue By having the main character confront lesson learned, the character is able to

convey how the choice affected his/her life Varied sentence structures Minimal errors in conventions of English Includes significance of writer’s attitude about the subject Refers to related literary works

Practice Prompt 3– Narrative Writing Task


Score 5 (Sample C):Ring

“Ring, Ring” the bell rang that Friday afternoon. The bell that I waited for all year, the bell that I now despised, for it was the bell that marked the end of our friendship… it was the last school-bell I would hear until this summer would be over. My two best friends: Aly and Amber were going to a different middle school than I was. This was the last year that we could all be together. We lived in the same neighborhood, in Apex, NC, so they said that nothing would change. So what if we went to different schools. We could still be friends… right?

Wrong! No matter how much I tried to ignore it, I knew this change would tear us at least we still had the summer to spend time together. Days passed and I received not one phone call from my friends. They did not bother to call, or take that one minute walk to my house. I started getting annoyed. Why did they not call? I looked out of my bedroom window sadly. All of a sudden I saw the blond head and thin face of Amber in the woods behind my yard. My heart jumped! I ran downstairs ready for the bell to ring and ready to answer the door for Amber. The bell never rang.

How could this have happened! My two “best friends” excluding me! My face burned with anger. I wanted to smack them right in the face. Why was I ever friends with them? I ran outside and quickly caught up with Amber and Aly. Aly’s usually brown face turned as white as snow when she saw me. Amber muttered “We we… did not think you were home.” I knew she was lying because my car was out in the driveway. Should I go with it and forgive them? My mind raced. “Forget it!” I screamed with rage. I tore off my BFF (best friends forever) charm and dropped it in front of them. My eyes filled up with tears and I ran back in the house.

I ran up to my room and threw myself on the bed. I had just made a choice to go on by myself. I wanted to scream. Why do I have to go to a different school? Why can’t we ever be friends again? I had no friends. I would probably be the only one without friends in the 6th grade. The rest of the summer went by slowly. When it was over I dreaded the thought of going to school, but I had to.

I entered the building that would now be my school. It seemed big and had a scary feeling to it. I did not have any books yet, but I had my binder. I walked down the hall looking at the ground. The next I knew was that I had tripped and was on the ground. I was so embarresd! I looked and I saw a blond haired girl that looked about my age. She smiled sweetly and helped me up. “I’m Lauren” she told me, I was very shy, but before I knew it we were lost in conversation. “Ring, Ring”, the bell rang. The bell that marked the beginning of the day, and the beginning of a friendship.apart. Well,

Commentary: Follows prompt and addresses task Descriptive word choice Well-chosen details (sensory) Uses strategies (humor, suspense) Lively dialogue By having the main character confront lesson learned, the character is able to

convey how the choice affected his/her life Varied sentence structures Minimal errors in conventions of English Organizational structure is weak When given opportunity to revise paper will demonstrate a 5 quality

Score 4 (Sample A):A Friend In Need

One day I went to my friend’s large Victorian house. My friend’s name was Taylor. Taylor had short brown hair, that naturally curled, her big eyes’ were dark brown and sparkled in the sun. Taylor was 11 years old, and looked a lot older. Taylor’s beautiful home was up in the mountains and had the freshest smell with all the trees surrounding. What started out as a blast, quickly ended. When Taylor’s cousin Mallory decided to pay them a visit. Mallory was a tall girl, with bright red hair, and small, dark blue eyes which looked as they could be contacts. Mallory was 15, yet acted like a 10 year old. Mallory was doing stuff with us, like playing board games and watching movies. Mal asked us to follow her, we followed her down the wide, long stairs. She grabbed a yellowish, brown box out of her green fluffy coat, that appeared to be a deck of cards. But it was a box of cigarettes.

Taylor and I were astonished when we found out what they were. Mallory walked outside on the red brick patio, and she quietly asked “Wanna Smoke?” My mouth quickly dropped open, and I couldn’t say anything. I looked at Taylor and she calmly said “Kathryn, it’s not that big of a deal.” I just my mouth and screamed “No! Why would I smoke when its illegal at my age and can kill me?” Taylor had a cigarette in her hand and glanced at me, and then back at the cigarette. Then she threw it on the floor and smashed it. Then Mallory suddenly had to be some where important.

Taylor and I walked back in the warm house, and thought about what had just happened. “Thanks” Taylor quietly said. “You changed my life. I wonder where I would be without you?” She added. Then we both smiled, and gave eachother a big hug. Taylor told her mother about Mallory smoking the next morning. Boy, Mallory was in trouble.

I haven’t seen Mallory to this day, and I am actually kind of glad Mallory asked us that, because now Taylor and I have an even closer bond and friendship. I learned my lesson that night, to never give into pressure, because because it can only make you stronger.

Commentary: Addresses writing prompt Uses appropriate strategies Follows plot Contains some errors, but these do not interfere with reader’s understanding Had description, but it is step-by-step narrative Limited action Simple sentence structures


Score 4 (Sample B):My Name Was

My name is __________, I have been doing cheer for about seven years. Right now I cheer at TVS elite, and resently I had to make a very difficult decision. The decision was based on the cheer team that I wanted to be on.

I have been cheering at TVS elite for about three years, but before that I was cheering for five years on all different teams. This years senior team when we had try-outs looked like it was going to be really good, but that is just what we thaught. Their was thirty people that were on the senior team, but at the first practice only half of them came. This went on for about a month with people coming whenever they felt like it. The girls that did come were getting really mad.

About a month after that the girls that were mad left one by one. Even my two best friends Aubree and Sandi. They left and I became sad and did not feel like coming to practice anymore.

I asked them why they left and they answered,“Why do you guys want to quit?”“The team sucks this year and my family doesn’t have a lot of money to pay for it

with,” commented Aubree.Sandi didn’t say anything, but I know that it is just because she is a follower.So now I was left on a team with no friend, that sucked and the team was not very

good. My mom was not happy about this.I had been doing both teams for about a month, and then one day my coach,

Jessica, comes up to me and asks me if I want to do the junior team only? I told her I would have to think about it.

That night so many things went through my head. I thinking about should I do the junior team or the seniors, what will the seniors think if I quit, and do I want to be on a good or bad team?

The next day when I went to the gym, I told Jessica that I would do both and she said o.k., but latter that evening she came up to me and said, “Shawna don’t do the senior team, we combined junior white and the seniors and you are to good for them. I was so relieved that I wouldn’t have to be on two cheer teams.

I started only doing the junior team. The seniors were mad, but they weren’t mad at me they were mad Jessica for combining them and making some girls quit.

The junior team was fun, every girl can tumble and we are really good. We went to nationals in Orlando, Florida and won first place. It was good that I made the decision to go on the junior team and not the senior because the senior team never won 3rd or higher ever.

Commentary: Addresses writing prompt Uses appropriate strategies Follows plot Contains some errors, but these do not interfere with reader’s understanding Has description, but it is step-by-step narrative Limited actions Sample sentence structures Establishes a controlling impression by presenting a central idea


Score 4 (Sample C):In my eighth grade year, I had to make a very difficult choice. I, an Asian girl with a

need to explore, wanted to try something new At Shivela, the school I go to, thee is a Jazz Band and I wanted to be in it. I’m already in band, but Jazz Band sounded so much funner than normal Concert Band. The music is, well, jazzy and has a slight attitude that appeals to me. I had to give it a try.

At that particular time, Mr. Davidson, the band teacher, wanted some trombones in Jazz Band so I asked if I could try to play. I wanted to play trombone anyway, even if he didn’t approve of me being in Jazz Band. So he told me how to put it together and how to play it. At first it was slightly weird because you have to pucker your lips to play trombone, but it became really fun. I knew I could play in Jazz Band and I wanted to learn more. Then trouble came.

I told my mom about trying trombone. She knew I wanted to try it, but she thought learning it would be too much of a hassle.

“I don’t think it’s such a good idea. You already do dance and tennis. It’s gonna get in the way of homework and dinner,” she said.

“I know Mom,” I said half sadly. “But I’ll learn fast and I’ll put everything before trombone. I’ll get my homework done and practice after dance, tennis and sometimes after dinner. I know I want to play trombone.” I finished my statement with confidence and determination, hoping my mom would see it too. She did. I got started practicing the very next day.

I had forgotten one part. Jazz Band rehersals are at 7:20 AM every Wednesday morning. Waking up early was hard. It was well worth it though. I learned even faster playing with other trombones and with the rest of the Jazz Band because I heard the songs and the notes so I could match my playing with the others’. I had gotten my music a day before and spent a full hour writing in the positions each note was played in. I wasn’t too embarrassed that I was the only one who needed to write the positions down. It was fun and I was determined to have the songs right before the concert.

My mom was right. Being in Jazz Band caused a lot of problems for me. Since I wanted to practice a lot, time to do homework and go to sleep narrowed. Sometimes I got only five to six hours of sleep when I normally got seven or eight hours. As for my tennis and dance classes, I didn’t have much time to practice afterwards, but I continued practicing trombone.

Now I really know how fun it is in Jazz Band. Now, at band concerts, I get to stay for the entire concert. I can watch all the bands play and see, or hear, the advances of music level. I’ve also become better with my schedule. I get enough sleep, and, more importantly, I get my homework done on time. Concerts really boost my self-esteem and I’m really happy I chose to stay with learning and playing trombone.

Commentary: Addresses writing prompt Uses appropriate strategies Follows plot Contains some errors, but these do not interfere with reader’s understanding Had description, but it is step-by-step narrative Limited action Simple sentence structures Mostly relevant facts Simple word choice and sentence structure Few appropriate strategies

Eighth GradePractice Prompt 3– Narrative Writing Task

Score 3 (Sample A):I have made alot of decisions in my life. But none affected me as much as the one I

made in February of 1996. I was really close to my cousin Tyler. He is 4 years older then me. He means a lot to me, you could almost say he is my big brother.

When we first started school in 1996, Tyler got really sick. His parents and the rest of the Family thought It was the Flu. He also started having to use the restroom alot. His mom decided to take him to the doctor Just in case. They did a lot of tests on him and he had to stay in the hospital overnight. I had plans with my friend Ashley and decided to go over to her house while the rest of the Family went to see Tyler.

I got a call from my mom and she said Tyler had gone into acoma. They found out Tyler had dabetes. They Doctors told my family Tyler might not make it. I felt so guilty not going to see him When I had the chance. I learned that your not promised another day on earth and neither is your Family or friends. Life is a precous thing and ya cant take it for grantet. My Cousin did live and is stable now, but what if he wouldn’t have been? You have to live everyday like it is your last.

Commentary: Addresses part of the writing task Attempts to use strategies, but with minimal effectiveness Contains errors in conventions of English There is a central idea, but facts, details, and explanations are limited Characters are undeveloped


Score 3 (Sample B):Once upon a time, I was chilling in Mrs. Maffucci’s class. We were turning in our

homework from the day before as she told the class the terrible news. It made my heart stop. I froze and felt a sudden shiver move up my spine. The class was going to write a writing prompt. Mrs. Maffucci began handing out rubrics as my heart began to slowly start beating again.

“Oh man!” I said.“Brad, you’ll have to study if you don’t want to be a dead man walking” said Mrs.

Maffucci.As I walked home I was thinking about what I was going to write about. I saw my

friends, joined their conversation, and completely forgot about the writing prompt.When I walked into my house, I threw down my backpack and jumped onto the

couch.“How was your day, Brad?” asked my mother.“It was alright.” I said, not thinking because I was watching television.“Have any homework?” she went on.“Yeah, some math.” I said as I began to think about her question and not the

television. “Oh man, I have to study for a writing prompt, but be quiet, Hey Arnold is on!”Then I watched television for a while.Later that day I had finished my math work, and not thinking, went and played

playstation.The next day at school, as I was walking into Mrs. Maffuccis class, Mrs. Maffucci told

us to begin brainstorming. I had totally forgotten.When I finally thought of something to write about, I went off on my brainstorming.When I got home that day, I had a choice. I could play playstation or I could study

the format of the prompt. I was completely aware that I needed to study this time. Unlike many of my friends, I chose to study.

The next day as we were told to write the rough draft, I became happy that I studied. By the time I finished, I realized that if I hadn’t studied, my writing would have been completely different, and not very good.

Today I am in Mrs. Walkers class and am proud that I made the choice and effort to study. If I had chose to do what I wanted and played playstation, I would not be here today.

Commentary: Addresses part of the writing task Attempts to use strategies, but with minimal effectiveness Contains errors in conventions of English There is a central idea, but facts, details, and explanations are limited Characters are undeveloped Point of view is inconsistent



Score 3 (Sample C):You know when your trying to make a decision to do or not to do something. You

know those two voices in your head telling you to do or not. Then you make the decision and then get rewarded or punished for it. Well, I had to make a decision like that put I wasn’t rewarded for it. But like they say theirs always an action and a reaction to everything

Well it all started about the third or fourth week of my 8th grade year of school and already my Social Studies teacher is giving us a load full of projects back to back to back. School just begun and I’ve had about six projects with writing assignments.

Well, at home I’m busy trying to do all the projects but then I realize I had a 100 point project due for science the same day as a Social Studies project.Well at this time I had those two voices telling me to do both or one. So I decide to do one. I see the social studies one is easier so I do it instead of the science project. I then do the project but not the writing assignment but I say to myself “She’ll let me turn it in without it.”

Well the day when it’s due comes and at school she comes to collect it and she says “Where is your paragraph?” I respond “I didn’t do it.”

She says “Well you can’t get full credit and it’s late and you won’t get anything higher than a C.”

“A C!” I say to myself “Oh great!” “All that work for nothing!”When science comes along we have to turn it in and I didn’t and get it marked late

one day.But for the next week I’m pounded with homework and can’t finish any projects.But on the night before the last day we can turn in science projects I do it and finish

it and turn it in the next day a week late but I haven’t done any other projects.That same week progress reports come. I get a D and C- in Social Studies and

Science. Then I get grounded until I can raise my grades. All I could do was chores, chores and more chores. So I do my projects and raise my grades to a B and to about a C or B and get ungrounded and I was so happy! I promise myself that I would try to get straight A’s and I’m still working on it but I’m trying.

So whenever you make a decision, try to make the one you get rewarded for.

Commentary: Addresses writing task Attempts to use strategies, but with minimal effectiveness Contains errors in conventions of English There is a central idea, but facts, details, and explanations are limited Characters are undeveloped Ineffective transition Limited relevant details

Score 2 (Sample A):I lived in Orange County with my Mom, Dad, and two brothers.Orange County is a

big place, but with lots of smog. Knott’s and Disneyland was only like 10miles away from our house, so we went their alot. My mom Patricia was very nice and a great cook. My dad, Jaime was very tall and was a great work.My borthers, Jean and Jaime were 16 and 12. I was only 9 years old.We had a big house with a pool, a pool table, and a big backyard. My brother’s and I all went to school and swimming almose each day.

My mom and dad worked at a place called “Johathan”. They worked their for like 10years so far. They both liked their jobs because they got paid good money.We were a happy family. My brother, Jean was learning how to drive. When he got his license he took me and my brother everywhere. We had great times.

Then one day my was dating another person named Paul.They loved each other.So then one day my dad saw them together and he wanted to know what was going on.My dad wanted fight Paul, but my mom didn’t let him. Then a few months later they wanted to get a divorce.So they both said “ok” to get a divorce.

When they got divorce My brothers and I went with my mom.Paul went with us to move to Murrieta.We got a house and Paul lived with us and his sister in Temleca.We were have a good life with Paul, but I missed my dad.So we visted him like 3 times a month.We did a lot of stuff with Paul like we went to the lakes with his boat and go camping alot.

We were having a good life.Then Paul and my mom wanted to get married. So they got married on September 13, 2003. I was happy for my mom to marry a nice person like Paul, but my dad was the best ever. This doesn’t effect my life but I just wish that my dad have’s a great life.

Commentary

Addresses only one part of writing task (doesn’t address choice) Contains errors in the conventions of English Little sentence variety Minimal plot line Lacks organizational structures Limited use of strategies


Score 2 (Sample B):Skateboarding

One day my brother brought a skateboard at my house and I tell him to let me borrow it. Then I use it and fall a lot with the skateboard then I went home and tell my dad if he could buy me new shoes to skate for my birthday. I was so happy because my dad by me a new skateboard. In the morning I was skating and practice by myself and fall a lot. like at 12:00 a.m I learn how to do olie.

When I went outside I saw a guy skating and tell the guy if he could teach me how todo kickflip and thought. Then my friend said go for it. The I kept trying it and the first I did it and I landed and fall down with the skateboard. The last time I did kick flip I landed very good and I called my brother the new trick that I learn with my friend.

Then I went to the skatepark with my friend and we did a lot of tricks. We stay like 2:00 hours in the skate board then my friend thought me how to do all the trick by I didn’t get it but the only trick I did is kickflip. Then I kickflip over a little table and I fell down and my starting to laugh.

When I jump over 1 stair I was so happy that I could jump over the stair. My faviorte thing to do is 360 flip and I could’nt do it. When I went home I was bleeding a little bit at my knee and my hand. I put alchol at my hand so it would’nt effected.

Commentary Addresses only one part of writing task (doesn’t address choice) Contains errors in the conventions of English Little sentence variety Minimal plot line Lacks organizational structures Limited use of strategies Lack of transition and organization indicates little sense of audience No significance of writer’s attitude on subject Serious errors in the conventions of English


Score 2 (Sample C):A choice that I made and has affected my life was to play football.When I started

playing football I thought I was going to die because of the conditioning. It was the harddes week ever. After we were done with conditioning we have been a hard hiting team.We are #1 for our division.

When I started a lot of things started to change. My grades have gone up because I have been doing my homework befor practice. My parents bought me a gas powered scrooter for doing so well.I’m happy I made this choice because I’m doing better in school and I’m have fun playing with my friends.My parents are proud of me for playing football.

My coach says that school comes before football I have been getting more money for my grades. After my team wins four games then we go to Florida.I’m glad that I’m playing football now because this is my first year playing and I want to be ready for next year in High School.

I’m glad I made this choice because everything is going well.My real dad lives in Oakland and he sends me money for my grades.I have earned 120 dollars for my grades and I have been saveing.For every A I get $20 for every B I get $15 for every C I get $5 for every D and F is 0.

Sense we have been doing so well our coach has been giving us a break because practice has been really rough. We haven’t lost a game yet. We are undeafieted chamjpions. This is the choice that aficted my life the most was to play football.

Commentary Addresses only one part of writing task (doesn’t address choices) Contains errors in the conventions of English Little sentence variety Lacks organizational structures Limited use of strategies Has no developed plot line Doesn’t relate a clear, coherent incident to describe choices Doesn’t employ narrative strategies


Score 1 (Sample A):My Cat

When I was little I had a cat. My mom got him when he was one; and had him one year befer I was born. his name was dumersow.

When I was 5 or 6 my cat got a cut on his leg and it got in fectid. We toke him to the vet. Thay seed he will die and it was my choise to put him to speep or not. I seed, no. The vet told my mom wut she could do to try to save him, but dumersow wohld not lat my mom tuchit and he got the pus out of his les and he lived for five more years after.

That was the most importer choise I had ever had to make. Im glad I seed no because he lived to be 13 years old.

Commentary Does not address the writing task Has no purpose Minimally addresses prompt Lacks point of view focus and organizational structures Contains serious errors in the conventions of English which create confusion or

make the essay unintelligible

Score 1 (Sample B):I get to see my Dog today. I don’t know what color he is. I hope he’s white. My

stepmoms dog is brown. We named him Carmel Popcorn. If my dog is white I’m going to name him CoConut IceCream. Carmels breed of dogs are all named after food.

So I’m on my way to Susans house. Susan is my stepmoms friend. She’s really nice. I go to the room to see my Dog. Susan showed me which dog was mine. It was the Dog that was jumping all over the other dogs. I didn’t mined I wanted a hyper dog, But shure enough. My dog was white.

We don’t get to take him hom his eye’s are barley open. I have to wait four more weeks. I Don’t want to wait. So my parents bought me a book. The title was “How to raise a dog”. I red the book it was entertaning in some ways.

Now i'm glad I got a dog. It taught respect, and how to take care of thing, and taught me responsibility.

Commentary

Does not address the writing task Has no purpose Very minimal plot and no strategies Lacks point of view focus and organizational structures Contains serious errors in the conventions of English which create confusion or

make the essay unintelligible


Score 1 (Sample C):The first I want to Las Vogas it was the Best Summer every it was Just me and my

Best friend David has Dad take use there it was so fun.I have never Been on a roll of cooster Befor and it was the first time that I have

Lift home with out my mom so and want to this one water park called wet & wild it was so fun.

Then we want Back to your hotel and we eat the hole time to and want to the pool and the nice thing about it was when you look throw your window you can see plams hotel.

and when it was Dark time to hole city was Lighted all up and we went night swimming to and In the morning

we want to MGM Grand it was nice but our hotel was the Best it was stratus fear the one with rides on top of it and we want on that and it fell like you was flying on air But I was aford to go on But I DiD.

Commentary

Does not address the writing task Has no purpose Very minimal plot and no strategies Lacks point of view focus and organizational structures Contains serious errors in the conventions of English which create confusion or

make the essay unintelligible Lacks a central focus

Grade 8 Writing Rubric – Persuasive Essay

5 The Writing- Addresses all parts of the writing task. Demonstrates a clear understanding of purpose and audience. Strongly defends a position with precise and relevant evidence, facts, details, and/or

explanations, differentiating between facts and opinion. Convincingly addresses the counter argument. Maintains a consistent point of view, focus, and organizational structure, including

the effective use of transitions. Includes a variety of sentence types. Contains few, if any, errors in the conventions of the English language (grammar,


4 The Writing –

Addresses all parts of the writing task. Demonstrates a solid understanding of purpose and audience. Generally defends a position with adequate and relevant evidence, facts, details,

and/or explanations, differentiating between facts and opinion.. Addresses the counter arguments. Maintains a mostly consistent point of view, focus, and organizational structure,

including the effective use of some transitions. Includes a variety of sentence types. Contains some errors in the conventions of the English language (grammar,


3 The Writing- Addresses parts of the writing task. Demonstrates understanding of purpose and audience. Defends a position with some evidence, facts, details, and/or explanations. May address the counter arguments. Maintains an inconsistent point of view, focus, and/or organizational structure,

which may include ineffective or awkward transitions that do not unify important ideas. Maintains multi-paragraph structure.

Includes little variety of sentence types.

Contains several errors in the conventions of the English language (grammar, punctuation, capitalization, and spelling). These errors may interfere with the reader’s understanding of the writing.

2 The Writing-

Minimally addresses the writing task. Demonstrates little understanding of purpose and audience. Defends a position with irrelevant evidence or with only marginally related facts. Fails to address the reader’s concerns, biases, and expectations. Lacks a clear point of view, focus, organizational structure, and transitions that

unify important ideas. May not include multi-paragraph organization. Includes no sentence variety. Contains serious errors in the conventions of the English language (grammar,


1 The Writing- Does not address the writing task. Demonstrates no understanding of purpose and audience. Fails to defend a position. Fails to address the reader. Lacks a point of view, focus, and organizational structure. Includes incomplete sentence structure. Contains serious errors in the conventions of the English language (grammar,

punctuation, capitalization, and spelling). These errors create confusion or make the essay nearly unintelligible.

Middle School Writing Rubric- Persuasive Essay

6 My Writing- Has a clear position that is either for or against the issue Has strong support, such as evidence, facts, opinions and examples Includes many different sentence types and rich vocabulary Contains smooth transitions that tie paragraphs and ideas together Mentions a counter argument (opposite position on the topic) and explain

its weaknesses Has effective multi-paragraph organization and a strong closing that ends

the paper and ties the whole paper together Contains few errors in spelling, punctuation, and capitalization (these

errors do not get in the way of the reader’s understanding of the writing).

4 My Writing- Has a position that is either for or against the issue Has support, such as evidence, facts, opinions and examples Includes different sentence types and varied vocabulary Contains transitions that tie paragraphs and ideas together Mentions a counter argument (opposite position on the topic) Has multi-paragraph organization and a closing that does more than restate the introduction Contains some errors in spelling, punctuation, and capitalization (these errors do not get in the way of the reader’s understanding of the writing).

3 My Writing- Has a position that may be either for or against the issue Has little support, such as evidence, facts, opinions and examples Includes very few types of sentences and simple vocabulary May contain ineffective transitions that do not tie paragraphs and ideas together May mention a counter argument (opposite position on the topic) Has multi-paragraph organization and has a closing that may only restate introduction Contains several errors in spelling, punctuation, and capitalization (these errors may get in the way of the reader’s understanding of the writing).

2 My Writing- May or may not have a position that is either for or against the issue

Fails to support position with evidence, facts, opinions and examples Does not include different types of sentences and limited vocabulary Lacks transitions that tie paragraphs and ideas together Fails to mention a counter argument (opposite position on the topic) Lacks a closing and multi-paragraph organization Contains serious errors in spelling, punctuation, capitalization (these errors get in the way of the reader’s understanding of the writing).

1 My Writing- Fails to support position Has no support, such as evidence, facts, opinions and examples Includes incomplete sentences and poor vocabulary No transitions Fails to mention a counter argument (opposite position on the topic) Has no closing Contains serious errors in spelling, punctuation, capitalization (these errors cause confusion or make the essay impossible to understand).

Eighth GradePractice Prompt #1Persuasive Writing Task

Directions

In this writing test, you will write a persuasive essay.

Scoring

Your writing will be scored on how well you: state your position on the topic describe the points in support of your position, including examples and other

evidence anticipate and address readers’ concerns and arguments against your position with

counter arguments use correct grammar, punctuation, capitalization, and spelling

Writing the Essay

The California State Board of Education is considering changing middle school to include 7th, 8th, and 9th grades. High school would include only 10th, 11th, and 12th grades. The change is being considered in order to improve the academic performance of 9th graders because it is believed that 9th grade students are not intellectually or emotionally prepared to face the challenges and distractions of high school life. However, before making this change, the state school board would like to receive student input.

Write a multi-paragraph essay to the state school board to convince its members to either support or reject this change. Give convincing reasons that support your opinion and address the concerns of those who would argue against your position. Explain your reasons with specific details.





In this prompt, students will practice writing a persuasive essay. The writing sample is scheduled by the teacher and can be completed as a process paper using writing workshop, an additional timed essay, or simply as a prompt analysis/discussion. Use of this prompt is at teacher discretion.

Use the persuasive writing rubric as a guide to evaluating this essay.

The following anchor papers can be used as models for students and as a guide for the teacher in assessing student writing.

Eighth Grade Anchor PapersPersuasive Writing Task Practice Prompt 1

Score 5 (Sample A):Should the California State Board of Education move ninth grade to middle school and

make sixth grade apart of elementary? This change is not necessary for students. Ninth grade, in high school, is the student’s freshman year. The reason they call it freshman, is to begin high school slowly. Most students are prepared to go to high school. Kids do well with the three years in middle school; in fact most students believe 8th grade just gives you something to do before high school. It’s true high school adds more pressure, because students have to get into college after and they have to decide where they fit in. The ninth grade being put into middle school can help students be more sure of themselves go into a bigger place.

In the beginning of high school, the freshman year prepares the students for the last four years before college. And students make their friends and blend in more in a new school. High school could help the kids of where they fit in and where they don’t. Pressure in high school wouldn’t make a difference even if it was only two years long. Students feel high school won’t be much different, but a lot more critical decisions. Putting ninth grade into middle school and moving sixth back will only make them more nervous, worried and pressured that they’ll fail. But ninth grade in middle school might be better for students. It might give students more time to get it together before high school.

Students will be ready for the challenges and major decisions in high school. Distractions in high school are limited. No matter what school people go to, they will always have peer pressure. Middle school prepares kids for high school so they’ll be ready for the last few years before college. Most students are already ready to go to high school and are confident nothing bad will happen if they don’t let anything happen. Students had all of elementary and middle school to find out crowds to fit in and what pressure they fear. Children, mostly, have confidence to move on, and most of them want to move on; especially to high school. If the California State Board made this change, students might feel relieved they can take their time getting into high school.

Kids are fairly ready to get into high school; some may feel insecure knowing it’s their last few years of school, but they are emotionally and intellectually ready to move on. Major decisions may come up, but they’ll trust what they’re sure of and go with it. Distractions such as, popularity, fashion, looks, and what people think of them will get in the way and make them focus less on their education. Having ninth grade apart of middle school, may help some students, but all through school, when students are changing schools, students will have these problems, which is peer pressure. Everyone has it no matter what. Most students think this is a bad idea. So, should the California State Board of Education move ninth grade to middle school?

Commentary: Clearly addresses all parts of writing task Firmly states position Defends position with clear and precise evidence Addresses counter arguments effectively Contains few if any errors in the conventions of the English language. Consistent point of view

Eighth GradePersuasive Writing Task

Score 5 (Sample B):Would you want to be stuck in middle school for ninth grade? The California State

Board of Education is considering this and not one student is for it. They are saying that ninth graders are not “intellectually or emotionally prepared for high school.” Doing this will keep eighth graders from further maturing by keeping them in middle school for another year and ninth graders will not be more prepared for high school if they have to stay with younger kids for an extra year. Ask any student if they think this is a good idea and they will say no. Keeping ninth graders in middle school an extra year is a bad idea.

If the California State Board of Education follows through with this it will not only help ninth graders, but it will also damage all future eighth graders. It will prevent them from further maturing themselves academically and socially. It will not even help the ninth graders because putting less mature people with other immature people is not going to help anyone.

This idea may seem good for a few reasons, but when you think about what this will really do it is not a good idea at all. Yes it might help some ninth graders that are not doing well, but it will hurt all of the other ninth graders. It might help some improve academically, but by making the work easier they are not going to learn anything new and changing everything right now is way to much change for all of the schools to change.

Overall this will damage all students and the schools somewhat. Changing things from how they are now is too much for the schools to do, it would make the school change their entire system and everything. It also would not serve its purpose and help anyone. I think that all together this will be a giant step back for all schools, now it is your turn to decide.

Commentary: Same as sample 2, score 5(A) Stronger word choice and sentence variety

Eighth Grade Anchor PapersPersuasive Writing TaskScore 5 (Sample C):

Going to the next grade is difficult, especially when you’re going to a new school. The California State Board of Education is considering changing middle school to include grades 7th, 8th and 9th. Therefore, high school only including 10th, 11th and 12th grades. The change is considered to improve the academic performance of 9th graders. I disagree with the Board of Education because 7th graders would be intimidated by the 9th graders, the elementary schools would be over crowded and the 9th graders would still be faced with the challenges of high school.

If this change follows through, the 7th graders would be afraid of the 9th graders. 9th graders are more wild than most of the 7th graders. The 9th graders could influence some of the younger students to make bad decisions. The 7th graders will fear middle school altogether. The present-day 5th grader already thinks that he or she will get hurt or embarrassed in middle school. If 6th graders believe 8th graders could hurt them, how much more anxiety will be bestowed with 9th graders around? 9th graders could do more damage. Elementary schools will also feel some effects.

The elementary schools will be swarmed with students. The elementary schools will be educating several grades. Keeping all the students under control would be a very difficult task. The young kindergarten student would be interacting with 6th graders. They would be very scared of the older students. There is also another reason why this is a corrupt plan.

By giving 9th graders another year in school, they are learning, but they are also being held back by their surrounding. The 9th graders will actually be kept back because they have no one in their school to look up to. Therefore, they don’t know what to do expect of the higher grades. When their 9th year is passed, they still don’t have to go to a new school. The change doesn’t do much for the 9th graders.

In conclusion, the Board of Education’s request, overall, is a bad idea. There are some, though, who say it is a good idea. This alteration will make sure all of the 9th graders are emotionally prepared for high school. I still disagree. The bad reasons out weigh the good ones, things should stay just the way they are.

Commentary: Same as sample 2, score 5(A) Writer provides details to support the central idea

Eighth Grade Anchor PapersPersuasive Writing Task

Score 4 (Sample A):It is being considered that ninth grade change to a middle school grade. Why would

such a change occur, you ask? Well, there are many reasons why. The school board believes that ninth grade students are not intellectually or emotionally fit for high school, and I agree. I, however, have many more reasons why this change should occur than just the two reasons stated above.

Children at the age of thirteen or fourteen are extremely impressionable. Problems that occur more so at high schools than middle schools, can affect some students in dramatic ways. Kids can easily fall in with the wrong groups with the wrong people, or get confused with drugs. No matter what “safe” town you live in, there will always be those kinds of people and substances around. Children who are trying to fit in with the “popular” crowd of cool “punkers,” can often fall aimlessly into the trap of peer pressure. Would you want your child or the children of someone you know to get mixed up in that? Think about it.

How old are you? Do you remember being a lost, little fourteen year old? This brings me to my next point; kids are lost and still trying to find themselves. Middle school is a chance for kids to progress and mature. It all leads to their sense of individuality which I believe, starts solidifying by tenth grade. Let’s face it, no one ever completely finds themselves, but my thought is that you are most vulnerable at the early pre-teen/teen years. Do you really want children going to high school feeling lost and self conscious? I think not.

Schools are raising the bar on education. Requirements are high and kids are having to catch up. Children are not mentally or intellectually ready for high school. Many still struggle with basic algebra and language arts. I believe that having ninth grade apart of all middle schools will give students; such as myself, a chance to get up to speed before moving to a more difficult level in high school.

I hope that I have enlightened you with my thoughts on this matter. I am only thirteen, but every voice should have a chance to be heard. It is my personal view, that the State Board of Education should altar the system to change grade arrangement. I believe that this will increase student confidence as well as readiness for the high school journey ahead. I hope you too will keep your position on this matter.

Commentary: Writer responds to all parts of writing task Well defined thesis statement Presents detailed evidence, examples, and reasoning, to support argument Essay contains a few lapses in grammar Defends position with some details but develop is not through



Score 4 (Sample B):The California State Board of Education is taking the idea of changing the middle

school grades to be seventh through ninth and high school grades to be tenth through twelfth into consideration. The State Board is considering this because they feel that ninth grade students are not intellectually or emotionally ready to face the challenges that come with high school. They should leave the grades the way they are because ninth grade students are mature enough to move on to high school, sixth grade students are to old to be in elementary school, and over all ninth graders are academically ready.

Coming from a students point of view, ninth graders are intellectually ready for high school. Most, if not all, schools in our district have five years of elementary school, three years of middle school, and four years of high school. After three years of middle school, eighth grade students can’t wait to move on to high school. Ninth graders are not only mature enough to be in high school, but it would hurt them socially. High school is like opening a new chapter to your life, it’s where memories are made.

Also, sixth grade students are too old to be in elementary school. For example, the maturity of students would have not have changed all that much. Going to a new school can open up opportunities to meeting knew people. Also, being in the same school for six years makes kids become intellectually ready for middle school. This helps them gain responsibility

Furthermore, ninth grade students are academically ready to be in high school. Test scores show that kids today are performing very well on SAT’s. Students are understanding the material being taught to them. Students are performing so well that they need to move on to high school to be challenged more. From what I have heard about high school is that it challenges kids to be better than they seem to be.

In other words, the grades should be left the way they are. Even though changing the grades could help students do better in school, changing the grades could help students do better in school, changing them would make things very confusing. Students are intellectually and academically ready for high school, and sixth grade students are too old to be in elementary school. In other words it would just mess things up to change the grade levels.

Commentary: Same as score 4(A) Organization is more consistent Better sentence variety (more complex) Few, if any, grammar mistakes


Score 3 (Sample A):If anybody were to search, meaning a survey, the students thoughts on high school,

most would have to do with being eager to leave middle school. Already, as it is, many of the eighth graders are prepared and ready to go. To think the ninth graders are not well prepared enough to pass on to high school is simply absurd. Already the elementary schools have six grades! Do they need seven? If those going to ninth grade are not prepared, when will they be? Ninth graders are quite prepared and willing to move on to high school, and the state board should not prevent that!

Most people seem to be agreed on switching the grades around. They believe it will help the younger ones and even older children become more prepared. Yet have they ever thought of the very young children? As many parents or guardians know, the time most kids learn a new vocabulary is in sixth grade. Now think, do we really wish for the younger ones to learn such things? The younger, more impressionable kids may pick up on it even sooner than before. For the sake of those in elementary school, parents, and guardians need to disagree with what the state school board is trying to press upon the school.

Many guardians (or parents) are terrified of placing their sons or daughters in high school for fear they are not intellectually and emotionally prepared. But they must not have visited any middle schools lately. If you were to come and observe them, they would prove that they are more than prepared for the changes. You can see it in the way they act, or even by looking at their homework. Ninth graders are more prepared and ready to go to high school than most would believe.

There have been, and still are, issues about children. Whether it happens to be the grade their in, or the amount of homework they are given. There are many, many examples of how ready and prepared the students are for the change. Even if you didn’t believe that, think about the younger of the students. They (all students) need and crave changes! If they stay the way they are, they will never know the truth about anything! So, simply put, the state school board should not continue on with the notion of changing the grades around!

Commentary: Addresses the writing task Inconsistent point of view, focus, and/or organizational structure. Very weak counter argument with few supporting details

Score 4 (Sample C):The California State Board of Education is considering changing middle school to

include 7th, 8th, and 9th grade. This change will have many affects on the students. They will become less behaved. Some will even become violent. Some people would say that only having three years of high school would not prepare students for college, but I disagree. The California State Board of Education should not put 9th grade in middle school.

Placing 6th graders in elementary school would have many negative side effects. The 6th graders would have a bad influence on elementary school students. The elementary school students would start to copy the 6th graders by swearing and not doing all their homework. Their behavior at school would start to rub off at home they would start mouthing off to their parents and would get in trouble.

9th graders are significantly different to 7th and 8th graders both physically and mentally. The 9th graders are a lot bigger and will put the 7th and 8th graders around if put into middle school. They might even steal some of the younger kid’s money. This will cause more fights. There would also be more drugs at school because some 9th graders think it’s cool.

People may argue that 9th graders aren’t ready socially or academically for the demands of high school. I disagree. A lot of kids would have already made friends through church, sports, or after school activities. They would be used to making friends in different groups and would know many kids in their high school. Even if the Calfornia State Board of Education didn’t put 9th grade in middle school. Putting 6th graders into elementary school would have many negative side effects on the elementary schoolers. Putting 9th grade into middle school would promote violence among the students. Students will already know many kids from school, sports, and church when they go to high school. 9th grade should be lift in high school.

Commentary: Same as score 4(A) Generally defends position with adequate and relevant evidence, facts, details.


Score 3 (Sample B):The California State Board of Education (CSBE) is considering changing middle school

to include 9th grade in middle school. I think this is awful. I’m against this because I think 9th graders are mature enough to be in high school they get to know more people and 9th graders want to get out of middle school.

One reason that the CSBE is thinking about doing this is because they think that 9th graders are not mature enough to handle high school. I strongly disagree with this decision. I feel that 9th graders are emotionally and mentally ready for the challenges one has to face in high school. If they don’t do it then, they will fell the same feelings as 9th graders. Not only are 9th graders mature enough to be in high school but they also need some older friends to help them adjust.

9th graders more commonly known as freshman find friends in high school. These older friends help freshman get through high school. For some, high school is a way to stop hanging out with a bad crowd. If freshman stay in middle school this bad crowd may bring them bad habits that are not needed to succeed. Making better friends is important to people’s future. The transition to a better way of life by making better friends may have to start with changing schools.

8th graders want to go to high school when entering 9th grade. If future freshmen have to stay here one more year, they will probably be very upset and rebel. The whole reason of passing 8th grade is to go to a new school, meet new people and have fun. I believe 9th graders have not done anything wrong to deserve this punishment.

In conclusion, I believe that the CSBE is wrong by putting 9th grader in middle school. 9th graders are mature enough to be in high school, and make new friends. They also deserve to leave the school that they’ve been jailed in for so long.

Commentary: Addresses parts of the writing task Provides an inconsistent sentence variety Contains several errors in the conventions of the English language Writer is very vague with anticipating the readers concerns


Score 3 (Sample C):The California State Board of Education is taking the idea of changing the middle

school grades to be 7th-9th and high school grades to be 10th-12th into consideration. The State Board is considering this idea because they feel that 9th grade students are not intellectually or emotionally ready to face the challenges of high school. They should leave the grades the way they are because 9th grade students are intellectually ready for high school, 6th grade students are too old to be in elementary school and over all 9th graders are academically ready.

Coming from a student’s point of view 9th grade students are intellectually ready for high school. Most schools in our district have 5 years of elementary, 3 years of Middle School and four years of high school. After two years of middle school 8th grade students can’t wait to move on to high school. 9th graders are not only mature enough to be in high school, but it would hurt them socially to be in middle school. High school is like opening a new chapter to your life, it’s where memories are made.

Also, 6th grade students are too old to be stuck in elementary school. For ex. the maturity of students have been in the same school for 6 years. Going to a new school can open up opportunities to meeting new people. Also, being in the same school for 6 years makes kids intellectually ready for middle school. This helps them gain responsibility. If I were in 6th grade I would not enjoy being in the same school for 7 years.

Additionally, 9th graders are academically ready to be in H.S. Test scores show that kids today are performing very high on SAT’s. Students are understanding the material being tought them. Students are performing so well that they need to move on to H.S to be challenged more. From what I heard about HS it challenges kids to do better at everything they do.

Commentary: Addresses parts of the writing task Several errors in the conventions of writing Defends point of view with weak evidence and facts Lacks and counter argument Includes little variety of sentence types


Score 2 (Sample A):I am against putting 9th graders in middle school and 6th graders elementary. Because

I think if they live us in middle school it will take even longor to machure. They said that we aren’t machure enough in away that is true. But the longer you hold us in middle school the longer it will take for us to machure. Because we also will be around littler kids for longer. They also said that we weren’t emotionally challenged. That I don’t agree with either we already have been through emotional stuff. Maybe there is more emotionally more challenges that you go through in high school but, we will get by them.

So I don’t agree with that we aren’t ready so hold us back. They are also saying that there going to move the 6th graders as well. They are going to move them into elementary. That isn’t right either you are going to make them go through the same things were are going to them. Then that means they would come to middle school in 7th. Also that makes it harder on the teachers some might not be good enough to teach it. They might have to hire more emloyos actually they will that’s more money even.

I hope they don’t make those change expesially anytime soon. If they make all those changes that there telling us they are. There is going to be some very angry kids at some schools. I would be mad even if it didn’t happen to me I would fell sorry for those kids that it happened to. Exspecialy if they did it while I was going into 9th grade. There also would be a lot of parents protesting those getting mad telling there kids to do bad on purpose. If those make those changes I bet there “will”! Be some problems.

I want to be to made if they make those changes when I am like in 10th grade. But I still think it would be very bad idea to do this it is such a bad idea it “will” make kids fall behind even more. I have some friends that are in 9th and when I hopefully there in 10th. And I want to hang with them. That is an insentive for so that I pass and is able to go to 9th. I bet some other kids feel the same way to or want to be with there brothers or sisters. They stuff you also got to do at the high school is an asentivo also for me to.

I don’t like school that much mostly because of homework. But the reason I don’t “mind” coming to school is because all of my friend. But I have a lot of friends in 9th grade right now. Some of my best friend that went to this school a year ago. I also want to go because there is slectivo class and I want to do mecanics. So there is a lot of reasons why I want to go into high school. And high school is what you talk about your entire life. And I want to be there as long as posably without getting held back. I think a lot of people would agree with me also.

Commentary: Same as score 2(B) Sentence structure is fair


Score 2 (Sample C):What would you do if 9th grade was being changed to a middle school grade? I think

9th grade should stay as a high school grade because kids or teens in middle schools are being tought at high school level.

If 9th grade is in middle school than middle school would be so long and high school would be too short to prepare for college. Middle school is like working at a high school level but, in a eseare way to preare for high school. So this is what I think about 9th grade being with middle school.

Commentary: Same as score 2(B) Lacks a point of view and sentence structure.

Score 2 (Sample B):Will the California State Board of Education cang so middol has 7,8,9, Eemtry 6, and

high 10, 11, 12. However I belive that this should be done. If it was to have on kids would have more time to get reddy for high school and it is important that they are reddy for high school that is the rest of there lives.

To be reddy for high school you have to be reddy to do very well and your best if you don’t it could rowen your life. That is why it would be a good idea to do that. Doing this would be a very well done thing to help every one in every way then it 8th grade you could get every one reddy to go on like the wore going to high school. Yae but a bad thing would be a lot of older kids would be boles a stuff.

So I think it would be a good idea to cang the grads to make it so we will be reddy for high school. So everyone will have two grads get you reddy for high school so when we go we wil have a full putishol reddy for it.

Commentary: Addresses little of writing task Contains serious errors in the conventions of the English language Fails to provide organizational structure Does not defend position with any evidence Does not address readers concerns and biases


Eighth Grade Practice Prompt #2Persuasive Writing Task

Directions

Score 1 (Sample A):Changing 9th grade to middle school wouldn’t be a good idea for several reasons.

Four years of high school also gets you ready for college.I think most people would agree cause it’s better and it will help you. Some people

will say I like my teachers so I want to stay for an extra year or they’ll just say something stupid.

Well that’s what I’d say. Goodbye.

Commentary: Barely addresses writing task Fails to defend a position Fails to address the readers Contains no purpose Includes incomplete sentence structure

Score 1 (Sample B):I am against 7th, 8th,9th graders being at the same school together and this are the

reasons why. Because they would have to pay more money to make the schools compatible for more kids like more teachers and more budget cuts cause of the governor and the debt the state in more buses, etc.

Kids like us want to go to high school because it means were moving go like school, elementary school, to middle school we take a sense of pride where working up to high school means driving, prom, high school games would you really punish us so that you hold us a year to stay with little kids and stop us and hold us back from getting closer to manhood/womanhood.

Hold us back even the good kids who are ready to go to high school cause there grades are good enough and they should have the chance to go to high school.

9th grader might have bad influence on the kids at school there older and something make them bader cause there older and cause and more me stronger. So in conclusion and If you listen good to high school it will make us happy.

Commentary: Addresses parts of the writing task Poor sentence structure No focus and lack of organization


Scoring




Writing the Essay

Your principal wants to host a “Celebrity Week” at your school. What celebrity would you most like to invite to speak to your school?

Write a letter to your principal to convince him or her to invite the celebrity you have chosen. Give convincing reasons that support your opinion and address the concerns of those who would argue against your position. Explain your reasons with specific details.





In this prompt, students will practice writing a persuasive essay. The writing prompt is scheduled by the teacher and can be completed as a process paper using writing workshop, an additional timed essay, or simply as a prompt analysis/discussion. Use of this prompt is at teacher discretion.

Use the persuasive writing rubric as a guide to evaluating this essay.Eighth Grade Practice Prompt #3Persuasive Writing Task

Directions


Scoring




Writing the Essay

A leading doctor has published a research paper, which claims that all students should be in bed by 8:00 p.m. in order for them to learn well in school. She suggests that all televisions should be off and all lights turned out by 8:00 p.m. so that students get a full night's rest. Your parents are considering doing what the doctor suggests.

Write an essay for your parents supporting or rejecting this idea. Give convincing reasons that support your opinion and address the concerns of those who would argue against your position. Explain your reasons with specific details.





In this prompt, students will practice writing a persuasive essay. The writing prompt is scheduled by the teacher and can be completed as a process paper using writing workshop, an additional timed essay, or simply as a prompt analysis/discussion. Use of this prompt is at teacher discretion.

Use the persuasive writing rubric as a guide to evaluating this essay.Eighth GradeDistrict Writing Sample 2Persuasive Writing Task

Directions


Scoring




Writing the Essay

The district's school board is considering a ban on any clothing that has any type of logo or message on it, including shirts, sweaters, sweatshirts, jackets, and hats. The change is being considered because of an increase in problems with students wearing clothing with inappropriate or offensive logos or messages on it. However, before making this change, the school board would like to receive student input.

Write a multi-paragraph essay to the school board to convince its members to either support or reject this ban on clothing with logos or messages. Give convincing reasons that support your opinion and address the concerns of those who would argue against your position. Explain your reasons with specific details.





In this prompt, students will be writing a persuasive essay. The writing sample is scheduled by the teacher and should be completed in one block period or two regular periods. Students may create their own graphic organizer. Students are to write on lined-paper that is typically used. Dictionaries (personal or published) are not allowed for reference. One-on-one assistance is not allowed.

Scoring will be done by the teacher using the persuasive writing rubric as a guide. There are no anchor papers for this writing prompt at this time.

Grade 8 Writing Rubric – Response to Literature

5 The Writing- Clearly addresses all parts of the writing task Demonstrates a clear understanding of purpose and audience Develops interpretations that demonstrate a thoughtful, comprehensive grasp of the

text. Organizes accurate and coherent interpretations around clear ideas, premises, or

images from the literary work. Provides specific textual examples and details to support the interpretations. Maintains a consistent point of view, focus, and organizational structure, including

the effective use of transitions Includes a clearly presented central idea (thesis) with relevant facts, details, and/or

explanations Includes a sophisticated variety of sentence types and sophisticated word choice. Contains few, if any, errors in the conventions of the English language (grammar,


4 The Writing –

Addresses all parts of the writing task Demonstrates a solid understanding of purpose and audience Develops interpretations that demonstrate a comprehensive grasp of the text. Organizes accurate and reasonably coherent interpretations around clear ideas,

premises, or images from the literary work. Provides textual examples and details to support the interpretations. Maintains a mostly consistent point of view, focus, and organizational structure,

including the effective use of some transitions Presents a central idea with mostly relevant facts, details, and/or explanations. Includes a variety of sentence types effective word choice. Contains some errors in the conventions of the English language (grammar,


3 The Writing- Addresses most parts of the writing task. Demonstrates some understanding of purpose and audience. Develops interpretations that demonstrate some grasp of the text. Includes interpretations that with some accuracy or coherence as related to ideas,

premises, or images from the literary work. Provides some or little textual examples and details to support the interpretations. Maintains an inconsistent point of view, focus, and/or organizational structure,

which may include ineffective or awkward transitions that do not unify important

ideas. Maintains multi-paragraph organization. Suggests a central idea with some facts, details, and/or explanations. Details may

not be clearly relevant or may be too general. Includes little variety of sentence types. Contains several errors in the conventions of the English language (grammar,

punctuation, capitalization, and spelling). These errors may interfere with the reader’s understanding of the writing.

2 The Writing-

Minimally addresses the writing task. Demonstrates little understanding of purpose and audience. Demonstrates little grasp of the text. Lacks an interpretation or may be a simple retelling of the passage. Lacks textual examples and details. Lacks a point of view, focus, organizational structure, and transitions that unify

important ideas. Lacks a main idea (thesis) but may contain marginally related facts. Includes no sentence variety and simplistic vocabulary. Contains serious errors in the conventions of the English language (grammar,


1 The Writing- Does not address the writing task. Has no purpose. Demonstrates no grasp of the text. Lacks an interpretation. Lacks examples and details. Lacks a point of view, focus, and organizational structure. Lacks a central idea. Includes incomplete sentence structure. Contains serious errors in the conventions of the English language (grammar,

punctuation, capitalization, and spelling). These errors create confusion or make the essay unintelligible.

Middle School Writing Rubric- Response to Literature

5 My Writing- Has clear and thoughtful ideas that show a strong understanding of the

literature Has specific examples from the text that support ideas Includes many different sentence types and rich vocabulary Contains smooth transitions that tie paragraphs and ideas together Includes a clear main idea (thesis) with supporting details, facts or

explanations

Discusses all the issues presented in the writing prompt Contains few errors in spelling, punctuation, and capitalization (these


4 My Writing- Has ideas that show a solid understanding of the literature Has specific examples from the text that support ideas Includes different sentence types and varied vocabulary Contains transitions that tie paragraphs and ideas together Includes a main idea (thesis) with mostly related details, facts or

explanations Discusses all the issues presented in the writing prompt Contains some errors in spelling, punctuation, and capitalization (these


3 My Writing- Has ideas that show an understanding of the literature Has few if any examples from the text that support ideas Includes limited sentence types and vocabulary May have ineffective transitions that do not tie paragraphs and ideas

together. Maintains multi-paragraph organization. Suggests a main idea (thesis) with limited details, facts or explanations Discusses only some of the issues presented in the writing prompt Contains several errors in spelling, punctuation, and capitalization (these

errors may get in the way of the reader’s understanding of the writing).

2 My Writing- Shows little understanding of the literature Lacks examples from the text Does not include different types of sentences and limited vocabulary Lacks transitions that tie paragraphs and ideas together Lacks main idea (thesis) Discusses only one of the issues presented in the writing prompt Contains serious errors in spelling, punctuation, capitalization (these errors get in the way of the reader’s understanding of the writing).

1 My Writing-

Shows no understanding of the literature Lacks examples from the text Includes incomplete sentences and poor vocabulary No transitions Lacks a central idea Discusses none of the issues presented in the writing prompt Contains serious errors in spelling, punctuation, capitalization (these errors cause confusion or make the essay impossible to understand).

Eighth GradePractice Prompt 1Response to Literature Writing Task

Directions Read the following story. As you read, you may mark the story or make notes. Marks and notes will not be

scored. After reading the story, write an essay. You may reread or go back to the story at any time during the assessment.

Scoring

Your writing will be scored on how well you write an essay that: shows your understanding of the author’s message and your insight into the

characters and ideas presented in the story; is organized around several clear ideas and/or images from the story; and justifies your interpretation by giving examples and citing evidence from the text.

To Sleep Under the Starsby Carol Shaw Graham

"But Mom, everybody's going.""Cecilia, you know that isn't true. All 300 kids in the 7th grade cannot be going."

Cecilia's mother looked across the kitchen at her. "And I truly am sorry--but this is the only weekend your father has off until after Christmas. We're going to your Grandmother's. This is very important, Cecilia. Uncle Frank and Aunt Ellen have been taking care of Grandma ever since her surgery, but we need to help out, too. There will be other class trips. This time, family has to come first."

"But..." Cecilia searched quickly for another reason to stay home."Cecilia. I'm disappointed in you. It is time to be unselfish." Her mother turned

sadly back to the sink.Cecilia slowly left the kitchen and wandered out to the porch. "It's not fair," she

thought. "My first class trip. I really wanted to see the planetarium." She flopped into a chair and gave herself up to self-pity.

Cecilia was still unhappy when the time came to head for Grandma's. The three-hour trip took the family east through beautiful farmland and several small towns. Usually Cecilia enjoyed the ride, but this time she didn't. Her friends were on a bus heading three hours west towards the Bay City Planetarium.

Grandma looked so tired, but she was so happy to see them that Cecilia felt a little better. "Stay and keep me company," requested Grandma when Cecilia's parents went to unpack. "You've grown so tall since the summer!" Grandma exclaimed. "Sit down here next to me--I'm getting a crick in my neck looking up at you! Now tell me, where do you buy the beauty cream you must put on your face every night? I need some!"

Cecilia laughed. "Oh, Grandma. You're just saying that."Grandma smiled. "You are getting so grown up and so busy. I've missed you.

Your mother told me about your report card. Almost all A's! That's wonderful. What is your favorite subject this year?"

"Science, I guess. We're doing astronomy.""I loved astronomy. The stars are fascinating. I still love to look up at the sky

and find the constellations.""Really? Maybe I inherited it from you," said Cecilia. "I wish I could sleep out

under the stars. Mom says I'd freeze!"Gran smiled. "I know a way you can sleep under the stars every night and still be

warm. Help me down the hall to my room."Cecilia gently helped Gran stand. She seemed so frail. Together they slowly

walked to Gran's bedroom. Gran sank into the little chair in the corner with a sigh.

"Are you all right?" Cecilia asked anxiously."I'm feeling stronger every day! Now open the cedar chest there."Cecilia lifted the heavy lid, and then turned to Gran. "What's in here, Gran?" she

asked."Memories. You mother's baby shoes, a curl from your first haircut--all sorts of

things." Cecilia pulled out items one by one, and Gran told their stories. They laughed and cried and Cecilia learned about her family. Finally, Cecilia pulled out a big, cloth-wrapped bundle.

"A quilt! Oh Gran, did you make it?""A long time ago. When I was in high school, my mother became ill. The doctor

sent her to the desert to avoid the cold winter weather. I went with her--I had to miss a year of high school. I was so disappointed at first. The teachers sent me work through the mail, but I missed all the fun. But in the desert, I discovered that the stars seem to jump out of the sky. My mother and I worked this quilt that winter." She shook the quilt open over her lap. White stars shone out of a dark blue background. A pearly moon hung in the corner.

"Gran, it's beautiful," said Cecilia, smoothing the quilt. "There's Orion's belt--and Cassiopeia."

"We put all my favorites in. My mother and I really enjoyed those times together. I learned that winter how important family is. Now I want to pass the quilt on to you."

Cecilia wrapped her arms around Grandma. "Oh, Gran. Thank you!" she said. "I'm so glad I came to see you, and I'll love the quilt forever."

Writing the Essay

Write an essay in which you present your understanding of the characters and the overall meaning of the story. Support your ideas with examples and/or evidence from the text.

Your writing will be evaluated on how well you write an essay that: shows your understanding of the author’s message and your insight into the


Directions (for the teacher)In this prompt, students will practice writing a response to literature. The writing sample is scheduled by the teacher and can be completed as a process paper in writer’s workshop format, an additional timed essay, or simply as a prompt analysis/discussion. Use of this prompt is at teacher discretion.

Use the rubric for response to literature writing as a guide for evaluating this composition.

Eighth GradePractice Prompt 2Response to Literature Writing Task

Directions Read the following story. As you read, you may mark the story or make notes. Marks and notes will not be

scored. After reading the story, write an essay. You may reread or go back to the story at any time during the assessment.

Scoring

Your writing will be scored on how well you write an essay that: shows your understanding of the author’s message and your insight into the

characters and ideas presented in the story;

is organized around several clear ideas and/or images from the story; and justifies your interpretation by giving examples and citing evidence from the text.

"A Painted House"by John Grisham

After lunch Pappy said abruptly, "Luke, we're goin' to town. The trailer's full."The trailer wasn't completely full, and we never took it to the gin1 in the middle of

the day. But I wasn't about to object. Something was up.There were only four trailers ahead of us when we arrived at the gin. Usually, at

this time of the harvest, there would be at least ten, but then we always came after supper, when the place was crawling with farmhands. "Noon's a good time to gin," Pappy said.

He left the keys in the truck, and as we were walking away he said, "I need to go to the Co-op. Let's head to Main Street." Sounded good to me.

The town of Black Oak had three hundred people, and virtually all of them lived within five minutes of Main Street. I often thought how wonderful it would be to have a neat little house on a shady street, just a stone's throw from Pop and Pearl's and the Dixie theater, with no cotton anywhere in sight.

Halfway to Main, we took an abrupt turn. "Pearl wants to see you," he said, pointing at the Watson's house just to our right. I'd never been in Pop and Pearl's house, never had any reason to enter, but I'd seen it from the outside. It was one of the few houses in town with some bricks on it.

"What?" I asked, completely bewildered.He said nothing, and I just followed.Pearl was waiting at the door. When we entered I could smell the rich, sweet

aroma of something baking, though I was too confused to realize she was preparing a treat for me. She gave me a pat on the head and winked at Pappy. In one corner of the room, Pop was bent at the waist, his back to us, fiddling with something. "Come here, Luke," he said, without turning around.

I'd heard that they owned a television. The first one in our county had been purchased a year earlier by Mr. Harvey Gleeson, the owner of the bank, but he was a recluse, and no one had yet seen his television, as far as we knew. Several church members had kinfolks in Jonesboro who owned televisions, and whenever they went there to visit they came back and talked nonstop about this wonderful new invention. Dewayne had seen one inside a store window in Blytheville, and he's strutted around school for an insufferable period of time.

"Sit here," Pop said, pointing to a spot on the floor, right in front of the set. He was still adjusting knobs. "It's the World Series," he said. "Game three, Dodgers at Yankee Stadium."

My heart froze; my mouth dropped open. I was too stunned to move. Three feet away was a small screen with lines dancing across it. It was in the center of a dark, wooden cabinet with the word Motorola scripted in chrome just under a row of knobs. Pop turned one of the knobs, and suddenly we heard the scratchy voice of an announcer describing a ground ball to the shortstop. Then Pop turned two knobs at once, and the picture became clear.

1 gin--the cotton gin: a machine that separates the seeds and seed hulls from the fibers of cotton.

It was a baseball game. Live from Yankee Stadium, and we were watching it in Black Oak, Arkansas!

Chairs moved behind me, and I could feel Pappy inching closer. Pearl wasn't much of a fan. She busied herself in the kitchen for a few minutes, then emerged with a plate of chocolate cookies and a glass of milk. I took them and thanked her. They were fresh from the oven and smelled delicious. But I couldn't eat, not right then.

Ed Lopat was pitching for the Yankees, Preacher Roe for the Dodgers. Mickey Mantle, Yogi Berra, Phil Rizzuto, Hank Bauer, Billy Martin with the Yankees, and Pee Wee Reese, Duke Snider, Roy Campnaella, Jackie Robinson, and Gil Hodges with the Dodgers. They were all there in Pop and Pearl's living room, playing before sixty thousand fans in Yankee Stadium. I was mesmerized to the point of being mute. I simply stared at the television, watching but not believing.

"Eat the cookies, Luke," Pearl said as she passed through the room. It was more of a command than an invitation, and I took a bite of one.

"Who are you pullin' for?" asked Pop."I don't know," I mumbled, and I really didn't. I had been taught to hate both

teams. And it had been easy hating them when they were away in New York, in another world. But now they were in Black Oak, playing the game I loved, live from Yankee Stadium. My hatred vanished. "Dodgers, I guess," I said.

"Always pull for the National League," Pappy said behind me.We pulled our empty trailer back to the farm, and I picked cotton until quitting

time. During supper the adults gave me the floor. I talked nonstop about the game and the commercials and everything I'd seen on Pop and Pearl's television.

Modern America was slowly invading rural Arkansas.

Writing the Essay

Write an essay in which you present your understanding of the characters and the overall meaning of the story. Support your ideas with examples and/or evidence from the text.

Your writing will be evaluated on how well you write an essay that: shows your understanding of the author’s message and your insight into the


Directions (for the teacher)In this prompt, students will practice writing a response to literature. The writing sample is scheduled by the teacher and can be completed as a process paper in writer’s workshop format, an additional timed essay, or simply as a prompt analysis/discussion. Use of this prompt is at teacher discretion.

Use the rubric for response to literature writing as a guide for evaluating this composition.

Preparing Students for the Persuasive Writing Task

Key elements of the persuasive writing task Strongly stated position/thesis Multi-paragraph response (does not necessarily need to be 5-

paragraphs) Well-developed argument with information, language, and approach

that targets appropriate audience 500-700 words for process papers 300-500 words for timed-essays

Position supported with specific examples Anticipates and addresses counter-arguments Avoids fallacious arguments

Don’t claim too much Don’t oversimplify complex issues Support arguments with concrete evidence and specific

proposals

Advanced elements: Emotional appeal Ethical appeal Rhetorical question

Common fallacies: Ad hominem: attacking the individual instead of the argument

Ad populum (bandwagon): misconception that widespread occurrence of something makes an idea true or right

Hasty generalization: drawing a conclusion based on only one or two cases

Appeal to authority or prestige: the misconception that because someone is famous or in a position of authority, their ideas are automatically true or right

Examining arguments, counter-arguments, and logical fallacies in literature and other media

Media Resources:

Newspapers and Magazines— Editorials Letters to the editor Movie, book, and music reviews Print advertisements

Television Political debates Political speeches Commercials/infomercials

Radio Talk radio excerpts Editorials Commercials

Other Brochures and pamphlets Billboards Flyers and posters

Activities to Develop Arguments, Counter-arguments, and an Awareness of Fallacies

Formal and informal debates requiring students to be prepared to argue both sides of an issue

Finding, presenting, and critiquing arguments found in media Writing letters to the editor Writing book, music, and film reviews Creating print advertisements Creating radio or television commercials Satires/parodies of persuasive speeches and advertisements

Persuasive BrainstormingArguing for or Against a Proposal

PROPOSAL REASONS IN FAVOR REASONS AGAINST

Persuasive BrainstormingArguing for or Against a Proposal

PROPOSAL REASONS IN FAVOR REASONS AGAINSTSchool-wide limit on homework (2 night per week)

Quality vs. quantity—assignments would be done better

Allows more time with family and friends Extra assignments could be done for

extra credit

Fewer assignments do not guarantee better quality

There are still a few hours every weekday to spend with family and friends

Highly motivated students would probably do lots of extra credit, increasing the gap between high performing and low performing students

Allowing and providing funding for students to attend any public or private school of their choosing.

Allowing pilots to carry guns in order to protect against terrorist acts on airplanes.

Requiring all students who are not performing at grade level according to STAR testing results to repeat that grade level.

Persuasive Brainstorming—Grade 8Arguing for or Against a Proposal

PROPOSAL REASONS IN FAVOR REASONS AGAINSTEliminating dress codes and instead allowing students the freedom to wear whatever they want to school.

Banning the ownership and possession of all handguns and automatic weapons by citizens.

Banning students from having cell phones or pagers on campus.

Trapping and then removing or killing mountain lions who live in foothills near residential neighborhoods, thereby posing a threat to residents and their pets.

Name/Period:____________________________________ Date:________________

OUTLINE FOR A PERSUASIVE ESSAY

Write an opening sentence. What is the issue?(Start with a fact or question. Establish the two sides of the issue-those who are in favor, those who are against.) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

State your position on the issue. What do you think about it?(I think . . . (or) . . . I believe . . . (or) . . . In my opinion . . .)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Provide reasons and give details that support your point of view.(First of all, I think this because . . . (or) . . . One reason I think this is because . . .)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Provide reasons and ideas your opponent might use.(Use transitional words and phrases: although . . . however . . . in contrast . . . on the other hand . . .)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write a strong conclusion that summarizes or restates your opinion.(Use powerful images and language. For these reasons . . . (or) . . . Now do you agree . . .?)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________VII. Steps to Prepare Students for Timed Persuasive Writing TasksStep 1: Prompt/proposal discussion and analysis—Place the prompt/proposal on an overhead projector, but instead of having students write an essay in response to it, do any or all of the following:

Have a discussion about the prompt/proposal (use Name Card Method/Think-Pair-Share* to ensure student engagement). What is the prompt asking the student to do? What are some possible arguments for or against the proposal? What are some key elements students should include in the essay? What should be avoided?

Have students complete a graphic organizer brainstorming arguments and counter-arguments for a proposal in response to the prompt/proposal (use Name Card Method/Think-Pair-Share to ensure student engagement).

Have students complete an outline for an essay in response to the prompt individually or in small groups.

Have students write only a single paragraph based on any ONE of the arguments for the position.*See Name Card Method handout

Step 2: Write a whole-class essay based on one of the practice prompts--The key to writing the whole-class essay is to model the thinking processes writers go through in composing essays. The teacher prompts this reflective thinking with questions about each sentence as it is written. The goal is to awaken the inner-voice of students so that they become conscious of the writing process.

Have a discussion about the prompt. What is the prompt asking the student to do? What are some possible arguments for or against the proposal? What are some key elements students should include in the essay? What should be avoided?

Have students complete a graphic organizer for brainstorming arguments and counter-arguments for a proposal in response to the prompt (use Name Card Method/Think-Pair-Share to share and to ensure student engagement).

As a class, take a position on the issue. Use an overhead projector, WebTV, or LCD Projector to write an essay with

the class (use the Name Card Method/Think-Pair-Share to ensure student engagement—otherwise, you and 2 or 3 students will be doing all the work!).

Write the essay line by line: Ask students what a good statement would be for the next sentence (e.g.

What would be a good sentence to start the essay with? What would be a good sentence to support our topic sentence?)

Have students think of a sentence, discuss with their partner, and write the sentence with their partner.

Using note cards, call on a student to share their sentence. Write or type this as they read it to you.

Discuss the sentence with the class. Is it effective? Can we add to it? Should we alter it?

Step 3: Have students write individual essays based on one of the practice prompt, then do peer evaluations of these essays--

The key to having students do peer evaluations is to focus on the process, not on the final accuracy of the scores students give. Learning how to properly assess an

essay can help students see what goes into quality writing, and can also develop their ability to assess their own writing. This is also a great way to get students to internalize the rubric used for evaluating persuasive essays.

Use the Name Card Method/Think-Pair-Share while doing this activity to ensure engagement of all students.

Peer Evaluation Process Overview--

Have students write in response to the prompt. Have them write only their ID #s on the essay—no names.

Use anchor papers if available. Otherwise, scan through papers to pick a high, middle, and low essay.

Using an overhead projector, Web TV, or LCD projector, analyze the prompt as a class—discuss exactly what the prompt is calling for the writer to do.

Using an overhead projector, Web TV, or LCD projector, take students through a “norming” procedure—randomly display and read the high, middle, and low sample papers. After you read each paper with the class, ask them to rank the paper as high, middle, or low. Ask students to share reasons for their ranking by quoting directly from the rubric.

Complete peer evaluations of class essays based on the rubric from the last step. Have students work in groups of 3-5. Be sure no group receives an essay to evaluate written by one of its own

members. Have students record the ranking they give to the essay on the Peer

Evaluations Scoring and Comment Sheet (see handout). Admonish students not to look at the ranking their fellow group members

give the essay until after they have read it and determined a ranking. It’s ok to disagree!

Once students have ranked each essay, they should discuss each, give a final overall ranking, and agree upon one positive comment and one suggestion for improvement for each paper. Comments should be directly linked to the rubric!

Post scoring sheet at next class meeting. Give students a chance to meet with groups to clarify scores/comments.

(This can be final step—great way to reduce grading--or...) Based on the feedback students receive from this process, have them rewrite

the composition and submit a revised copy to you for a grade (see step 4).Helpful hints: Save top, middle, low essays after every timed essay for future use as anchor

papers! Rather than have students score the essays using 5-point rubric, simplify by

ranking as either high (5), middle (3-4), or low (1-2). Students have an easier time with this rather than pinpointing with the correct number.

Step 4: Have students complete a process paper based on one of the practice prompts. This can be based on the essay completed for

the peer evaluation in step 3, or can be based on another practice prompt—

Giving students time to explore the process of writing a persuasive essay can help them hone the skills they will need to write on demand for the district writing sample or the CST. Give them time to write and revise several drafts, and to receive feedback from peers, teachers, parents, etc.

Be sure to include both peer and self-evaluation in the process. Have students quote directly from the rubric in providing feedback to their peers and on their own papers. Peers should provide feedback on a draft prior to the student writing his/her final draft*. Students should do a self-evaluation based on their final draft**.*See Peer Draft Analysis Sheet**See Final Draft Analysis Sheet

Preparing Students for the Response to Literature Writing Task

I. The Argumentative and Expository Modes of Discourse The argumentative mode of discourse functions by convincing or persuading an audience or by proving or refuting a point of view or an issue. The expository mode of discourse functions to inform, to instruct, or to present ideas and general truths objectively. The response to literature essay, which is analytical in nature, combines elements of both modes. While the primary goal of the response to literature essay is to explain, as John Trimble points out in his book Writing with Style, "Implicit in most expository writing…is a second goal: to persuade. The two goals almost invariably go together since it's hard to explain something without taking a position on it; and once you take a position, you naturally want others to accept it as sound. That gets you into the realm of reasoning--the realm of persuasion." The analytical response to essay, therefore, is argumentative in that the writer attempts to prove his or her thesis statement, and expository in that the thesis statement is proven through explanation and analysis of the text.

II. Key Elements of the Timed Response to Literature Essay: Introductory paragraph

Use a short introduction that focuses on the thesis statement Include a thesis statement (TH) that clearly addresses the prompt

and includes the subject and writer’s opinion Main body Paragraphs (1-3)

Topic sentences (TS) introducing each main body paragraph. Logical chunk (1-3):

Concrete details (CD) that directly support the thesis, including direct quotes from the story

Commentary (CM) sentences that explains and interprets each concrete details, and shows how it supports the thesis statement

Concluding sentence (CS)that gives each paragraph a finished feel Concluding paragraph--restate the thesis without dully repeating it

The Response to Literature essay is analytical--not personal!

Basic Elements for Analysis: Setting—in terms of how it impacts character and events Plot—in terms of cause and effect Character—traits, actions, motivation Theme—what do the characters and events in the story tell the reader

that is important to learn about life*Most common element for CST will be character and theme

Advanced Elements for Analysis: TWIST--this provides a focus for students to closely read and analyze the passage for a Response to Literature writing prompt. Training students to look for these 5 elements when dealing with these prompts will help them unlock meaning in the passage and recognize the stylistic devices that contribute to that meaning:Tone—what is the author or speaker’s attitude toward the subjectWord Choice—how does the language of the story impact meaning and

emotionImagery and Detail—how does the writer impact the senses through

sensory details and the use of figurative languageStyle—what unique tools does the writer use in the story (e.g.

symbolism, language, narrative structure, humor, point of view)Theme—what is the universal message of the story

III. Process for Preparing Students to Respond to the Response to Literature Writing Task:The steps outlined below offer a model for introducing students to and practicing the response to literature writing task. It is not intended to be a required sequence of instruction for all English classes! It is important to tailor the process to the needs of your individual students. What these steps do provide are strategies for teaching this writing task and practicing analytical strategies that will support students when writing this task. It also provides ideas for getting students to practice writing response to literature essays without having to constantly be grading papers—this way, you can get students to do more writing without creating an insurmountable amount of work for yourself.

Step One: Have students use the dialectical journal format to practice analysis of literature. The dialectical journal format is set up in such a way that students are practicing the logical chunk they will use in their essays—the quotes/paraphrased passages become the concrete details, and the response/notes become their commentary sentences. It is very important to do a lot of modeling and guided practice prior to having students do this on their own!

Use the "Dialectical Journal for Literary Analysis" form (You can also create more specific forms related to specific things you want to prompt students to look for as they read a story or for other genres--other graphic organizers can be helpful, too).

Introduce students to this by modeling your own dialectical journals using an overhead projector as you analyze a story.

Give guided practice of the dialectical journals by using the Name Card Method/Think-Pair-Share to have students come up with quotes and responses to the story.

Have students practice the dialectical journals in pairs or small groups as or after they read a story together.

Have students independently practice the use of dialectical journals as or after they read a story.

Dialectical Journals for Literary Analysis

Title:______________________________ Author:________________Pages/Chapters Read: ______Directions: Find quotes and passages from the text that relate to the four main elements of narration—setting, plot, characterization, and theme. Indicate the page/paragraph number in the 1st column. In the 2nd column, copy or paraphrase the passage. In the 3rd column, explain what’s happening in the story, why the quote is important, and how it relates to setting, plot, characterization, and/or theme. Page/¶ Quote/Description from Text Reader Response

**This can be practiced all year long while analyzing literature to keep students ready for Response to Literature writing!!

Dialectical Journals for Character Analysis

Title: "Charles" Author: Shirley JacksonPages/Chapters Read: 22-26 Character: LaurieDirections: Identify four character traits for a character in the story. List these traits in the 1st column. In the 2nd column, copy or paraphrase the passage from the story that illustrates these traits/qualities. In the 3rd column, explain how the quotes or description from the story shows the trait or quality you've identified. Trait/Quality

Quote/Description from Text Interpretation or Analysis

Rebellious

Disrespectful

Convincing

Clever

Laurie hits his teacher when she tries to make him use red crayons and kicks the PE teacher when he tries to make him touch his toes.

One day when Laurie comes home from school, he greets his father by saying, "Hi, Pop, y'old dust mop."

Laurie gives accounts of Charles' actions to his parents every day after school.

Laurie convinces his parents of the existence of Charles by telling stories about the other boys behavior each day after school, even though the actions are really his own.

Laurie's violent reaction to the two teachers shows that he doesn't like to be told what to do by authority figures.

Laurie's rude greeting to his father shows that he does not have much respect for him.

Because Laurie tells stories about Charles every day by acting as if he is shocked by the behavior, it makes the stories seem like they really must be about the actions of another child. This helps fool his parents into believing that Charles really exists.

By giving such accounts of Charles' behavior, Laurie is able to trick his parents into believing in the existence of the other boy. This helps prevent his parents from becoming suspicious about his own behavior at school. This is a very clever way to keep himself out of trouble.

Dialectical Journals for Literary Analysis

Title:______________________________ Author:________________Pages/Chapters Read: ______Directions: Find quotes and passages from the text that relate to the four main elements of narration—setting, plot, characterization, and theme. Indicate the page/paragraph number in the 1st column. In the 2nd column, copy or paraphrase the passage. In the 3rd column, explain what’s happening in the story, why the quote is important, and what it shows about setting, plot, characterization, and/or theme. Page/¶ Quote/Description from Text Interpretation or Analysis

Dialectical Journals for Character Analysis

Title:______________________________ Author:________________Pages/Chapters Read: ______

Directions: Identify four character traits for a character in the story. List these traits in the 1st column. In the 2nd column, copy or paraphrase the passage from the story that illustrates these traits/qualities. In the 3rd column, explain how the quotes or description from the story shows the trait or quality you've identified. Trait/Quality

Quote/Description from Text Interpretation or Analysis

Dialectical Journals for Poetry Analysis

Title:______________________________ Author:________________

Directions: Copy the poem in the 1st column. In the 2nd column, write an interpretation/analysis of the literary elements of the poem, such as imagery, language, sound, and theme.

Poem Interpretation or Analysis

Step Two: Writing Logical Chunks—the logical chunks are based on the Commentary Packet from Jane Schaffer’s "Teaching the Multi-paragraph Essay: A Sequential Nine-Week Unit." If you have had her training, you can use her unit at this point to develop commentary. Otherwise, I use this modified version for teaching students to write commentary:

Teach student the basic main-body paragraph structure: TS—topic sentence CD—concrete detail CM1—commentary sentence 1 CM2—commentary sentence 2 CD—concrete detail 2 CM1 CM2 CS—concluding sentence

**Please note that this paragraph structure—and all the following references to it--is a framework for helping students understand the

organizational/logical elements of a paragraph—it is a formula for BASIC instruction only!! Students should not be expected or required to follow this formula in all of their writing since it prevents them from demonstrating the style and variety necessary for top-scoring essays!!**

Teach the logical chunk, which consists of a concrete detail and its commentary sentences that work together to support the thesis statement/topic sentence:

CD CM Logical Chunk CM

Refer to the directions for the "Dialectical Journal for Literary Analysis" form to help students understand what the commentary sentences should accomplish. They should:

1. Explain what’s happening in the story2. Explain why the quote is important, and how it relates to setting,

plot, characterization, and/or theme.

To help students form commentary sentences that explain why the concrete detail is important, you can use a prompting phrase, such as This shows… or This suggests… to get them started.

Chunk Example (from “By-pass” by Damian Kringas):CD: “He’s self-made and doesn’t mind telling anyone willing to listen all about the dos and don’t and how he did it the hard way.”CM: In this quote, the narrator is describing what his landlord’s character was like prior to having his heart problems.CM: This shows that the landlord is a successful but arrogant person who enjoys bragging about how he became a success.

Have students practice writing chunk outlines following this format. They can use their dialectical journals for this.

When students have practiced outlining the chunks, teach them to write them out as they would appear in paragraphs.

The most basic method is just putting it together as it appears in the outline.e.g. The narrator states, “He’s self-made and doesn’t mind telling anyone willing to listen all about the dos and don’t and how he did it the hard way.” In this quote, the narrator is describing what his landlord’s character was like prior to having his heart problems. This shows that the landlord is a successful but arrogant person who enjoys bragging about how he became a success.

More sophisticated writers vary this sequencing.e.g. The narrator describes his landlord’s character prior to having heart problems by saying, “He’s self-made and doesn’t mind telling anyone willing to listen all about the dos and don’t and how he did it the hard way.” This shows that the landlord is a successful but arrogant person who enjoys bragging about how he became a success.

Have students write logical chunks tied to topic sentences.

Step Three: Writing Mini-Essays—Have students use their "Dialectical Journals for Literary Analysis" to write single mini-essays/paragraphs on one element of the story (e.g. character).

Revisit the 8-sentence main-body paragraph structure from above. Use this structure to outline the paragraph. Use an overhead to model outlining and writing an 8-sentence paragraph

following this structure. Give students a topic sentence. Use Name Card Method/Think-Pair-Share

to complete an outline and paragraph for this topic sentence together on an overhead.

Give students a topic sentence. Have them complete the outline and paragraph in pairs or groups.

Have students independently write outlines and paragraphs.

Paragraph OutlineTS:

CD:

CM:

CM:

CD:

CM:

CM:

CS:

Step Four: Organizing multi-paragraph essays using Block Outlines.

Block outlines provide a visual for helping students organize multiple paragraphs--each block represents an individual paragraph.

Introductory Paragraph

Main Body Paragraph

Main Body Paragraph

Concluding Paragraph

Anything written in the block MUST relate to and support the topic sentence for that block--otherwise, it doesn't belong in the paragraph. Each block paragraph must relate to and support the thesis statement of the essay--otherwise it doesn't belong in the essay.

TH:

TS:CD:CM:CM:CD:CM:CM:CS

TS:CD:CM:CM:CD:CM:CM:CS

Restate TH:

Step Five: Prompt discussion and analysis—once students have had plenty of time practicing literary analysis, and writing logical chunks and main body paragraphs, move on to writing multi-paragraph essays in response to prompts.

Place the prompt on an overhead projector, but instead of having students write an essay in response to it, do any or all of the following: Have a discussion about the prompt (use Name Card Method/Think-Pair-

Share* to ensure student engagement). What is the prompt asking the student to do? What are some key features of the story that relate to the prompt? What is the theme of the story? What setting and plot elements influence this theme? How do the characters impact the story? Influence the theme? What are some key elements students should include in the essay? What should be avoided? Model annotating the prompt based on this discussion by marking the prompt and taking notes on an overhead.

Have students use the "Brainstorming for Response to Literature" graphic organizer, which is based on the "Dialectical Journal for Literary Analysis" format for brainstorming concrete details and commentary from the story (use Name Card Method/Think-Pair-Share to ensure student engagement).

Have students complete a block outline for an essay in response to the prompt individually or in small groups.

Have students write only a single paragraph based on any ONE of the topic sentences developed in the block outline.

*See Name Card Method handout

Brainstorming for Response to Literature Essays

Thesis:Concrete Detail Commentary

Brainstorming for Response to Literature Essays

Thesis:

Concrete Detail Commentary

Step Six: Write a whole-class essay based on one of the practice prompts--the key to writing the whole-class essay is to model the thinking

processes writers go through in composing essays. The teacher prompts this reflective thinking with questions about each sentence as it is written. The goal is to awaken the inner-voice of students so that they become conscious of the writing process.

Have a discussion about the prompt. What is the prompt asking the student to do? What are some key features of the story that relate to the prompt? What is the theme of the story? What setting and plot elements influence this theme? How do the characters impact the story? Influence the theme? What are some key elements students should include in the essay? What should be avoided?

Have students use the "Brainstorming for Response to Literature" graphic organizer, which is based on the "Dialectical Journal for Literary Analysis" format, for brainstorming concrete details and commentary from the story (use Name Card Method/Think-Pair-Share to ensure student engagement).

As a class, develop a thesis statement. Use an overhead projector, WebTV, or LCD Projector to write an essay with

the class (use the Name Card Method/Think-Pair-Share to ensure student engagement—otherwise, you and 2 or 3 students will be doing all the work!).

Write the essay line by line: Ask students what a good statement would be for the next sentence (e.g.

What would be a good sentence to start the essay with? What would be a good sentence to support our topic sentence?)

Have students think of a sentence, discuss with their partner, and write the sentence with their partner.

Using note cards, call on a student to share their sentence. Write or type this as they read it to you.

Discuss the sentence with the class. Is it effective? Can we add to it? Should we alter it?

Step Seven: Have students write individual essays based on one of the practice prompts, then do peer evaluations of these essays--

The key to having students do peer evaluations is to focus on the process, not on the final accuracy of the scores students give. Learning how to properly assess an essay can help students see what goes into quality writing, and can also develop their ability to assess their own writing. This is also a great way to get students to internalize the rubric used for evaluating persuasive essays.

Peer Evaluation Process Overview--

Have students write in response to the prompt. Have them write only their ID #s on the essay—no names.

Use anchor papers if available. Otherwise, scan through papers to pick a high, middle, and low essay.

Using an overhead projector, Web TV, or LCD projector, analyze the prompt as a class—discuss exactly what the prompt is calling for the writer to do.

Using an overhead projector, Web TV, or LCD projector, take students through a “norming” procedure—randomly display and read the high, middle, and low sample papers. After you read each paper with the class, ask them to rank the paper as high, middle, or low. Ask students to share reasons for their ranking by quoting directly from the rubric.

Complete peer evaluations of class essays based on the rubric from the last step. Have students work in groups of 3-5. Be sure no group receives an essay to evaluate written by one of its own

members. Have students record the ranking they give to the essay on the Peer

Evaluations Scoring and Comment Sheet (see handout). Admonish students not to look at the ranking their fellow group members

give the essay until after they have read it and determined a ranking. It’s ok to disagree!

Once students have ranked each essay, they should discuss each, give a final overall ranking, and agree upon one positive comment and one suggestion for improvement for each paper. Comments should be directly linked to the rubric!

Post scoring sheet at next class meeting. Give students a chance to meet with groups to clarify scores/comments.

(This can be final step—great way to reduce grading--or...) Based on the feedback students receive from this process, have them rewrite

the composition and submit a revised copy to you for a grade (see step 7).

Helpful hints: Save top, middle, low essays after every timed essay for future use as anchor

papers! Rather than have students score the essays using 5-point rubric, simplify by

ranking as either high (5), middle (3-4), or low (1-2). Students have an easier time with this rather than pinpointing with the correct number.

Step Eight: Have students complete a process paper based on one of the practice prompts. This can be based on the essay completed for the peer evaluation in step 3, or can be based on another practice prompt—

Giving students time to explore the process of writing a persuasive essay can help them hone the skills they will need to write on demand for the district writing sample or the CST. Give them time to write and revise several drafts, and to receive feedback from peers, teachers, parents, etc.

Be sure to include both peer and self-evaluation in the process. Have students quote directly from the rubric in providing feedback to their peers and on their own papers. Peers should provide feedback on a draft prior to the student writing his/her final draft*. Students should do a self-evaluation based on their final draft**.*See Peer Draft Analysis Sheet**See Final Draft Analysis Sheet

Other Tips: Gear literary discussions toward the components for writing an essay Have a prompt for each piece of literature you study, but instead of

writing an essay: use the prompt question as basis for a discussion, or just brainstorm for the essay, or just develop a thesis statement for the prompt, or just develop thesis and topic sentences for the paragraphs

Try "Write Three, Grade One": This process gives students an opportunity to identify and then showcase their best work. While developing fluency by giving them a lot of writing practice, they also develop a discerning eye for quality writing. Again, the process is emphasized. Procedures:

Have students respond to three writing prompts over the course of a unit. Check the essays for completion, but do not grade. Have students keep these in a portfolio.

After students complete the third essay, divide them into groups of four. Suppose Jack, Sally, Harold, and Martha are in a group together. Jack

starts by giving his three essays to Sally, Harold, and Martha who read, swap, read, and swap.

Sally, Harold, and Martha then take turns telling Jack which essay, in their opinion, is his best AND how it can be improved.

Jack listens carefully and takes notes on their suggestions. If the group members are in disagreement as to Jack’s best paper, it is

Jack’s responsibility to question them thoroughly to determine how they arrived at their decision.

Jack then ranks his essays by writing a large #1 at the top of the best paper, #2 at the top of the second, and #3 on the third.

When the group finishes with Jack’s essays, they repeat the process until each group member has had his or her essays critiqued.

Each student then decides which paper they are going to revise (using feedback received), rewrite, and submit to the teacher for a grade.

When they final draft is submitted, the three ranked drafts of all three essays are stapled to and submitted with it. This emphasizes the fact that the process of writing all three essays contributed to the quality of the essay submitted for a grade.

After you give back a graded essay, have students write letters to themselves based on your comments on their essays. In these letters, students should tell themselves what they need to work on to improve their compositions.

For ELLs, have them submit essay draft electronically. As you read it and spot problems, write questions and comments for the students directly on their paper in bold font following the passage in question. See Carol Jago's Cohesive Writing: Why Concept Is Not Enough for more on this method.

Cutting Time in Correcting Student EssaysCorrecting for Content & Style: Develop symbols for key essay components you want to see in student essays. Provide students with a list of each symbol and what the symbol stands for.Examples:

TH = Thesis Statement TS = Topic Sentence

H = Hook CD = Concrete Detail

CM = Commentary CS = Concluding Sentence

C = Conclusion T = Transition

L = Language S = Sentence Structure/Variety

D = Documentation O = Organization

When one of the above elements is executed well, in the margin of the essay next to the exemplary word, phrase, sentence, or passage, write the symbol with an exclamation point:

Example: L! This indicates the student used effective language.

When there is a problem with any of the above elements, in the margin of the essay next to the word, phrase, sentence, or passage in question, write the symbol with a question mark: Example: CD? This indicates a concern with the concrete detail being used.

Assignment Option: If students are rewriting the essay, they should address the specific aspects which were questioned in your markings. Have them highlight all changes made on the revised version of the essay, and focus only on these when you re-evaluate the paper.

Correcting Technical & Language Errors: Use only three correction symbols to cover the following errors (do not make any corrections!):1. Place a box around any word, phrase, punctuation mark, or sentence that contains a technical error:

Example: Indicates a technical mistake with the students use of the word (e.g. no apostrophe

necessary in this case).2. X-out any word, phrase, punctuation mark, or sentence that does not belong:

Example: it's Indicates that the apostrophe did not belong in this students use of the word

3. Circle and connect unnecessary repetitions of words or phrases:

Example: Indicates that the second use of the word great should be replaced with a

synonym.

Required Assignment: Upon receiving their corrected essays, students should number, in the order in which they appear, each box, x-out, and circle

writer's

great

great

they see on their paper. They must then complete the following essay correction assignment:1. On a separate sheet of paper, they should do the following for each type of correction on their paper with the appropriate number indicated to correspond to the correction symbol on their essay (see example):

Boxed item: must be written correctly rewritten X-out item: must explain why item is not needed Circled item: must appropriately replace each repetition of the original

word2. Students should attach the correction sheet only to the front of the essay and submit for a grade--they do not rewrite the essay! (see example)

Urge your students to try to figure out correction on their own, but that if they cannot do so, to be certain they find a resource (teacher, parent, grammar guide) that will help them understand why they made the mistake in the first place!Jocko MoranPeriod 210/2/04

"All About The Bat"

The essay Bats is about the least understood and least appreciated

creature in the world. I’m going to talk about what bats are like, what bats

eat, and what bats are good for. Now lets get started.

There are over 100 different types of bat's. Bats bones are very much

like human bones like the wings have bones like our arms, they even have

fingers. These bones help support there web like skin. Do you know

anybody who thinks bats are blind? They are not they’re color-blind, but

they have very good vision. In the dark bats use echolocation so they know

were objects are.

Did you know that most bats eat insects? Some eat flowers, pollen,

nectar, and fruit or they eat small animals such as birds, mice, lizards, and

frogs. One type of bat drunks blood, the vampire bat. Most of the time

vampire bats eat fruit.

Bats can be very useful too. Bats can eat half their weight in insects in

once night. The bats can catch over 600 mosquetos in one hour. In the rain

forest bats help spread seeds on the ground when they eat fruit.

PEER EVALUATIONSSCORING & COMMENT SHEET

Rubric Scores:READER: READER: READER: READER:

Essay ID#:

Rank: Rank: Rank: Rank: Overall Ranking

:

Reader Comments (quote directly from the rubric):Essay #____________:What did this writer do well:

What does this writer need to improve:

Essay #____________:What did this writer do well:






Draft Analysis Sheet(Peer Evaluation)

Author______________________ Reader_______________________

Title of Essay _____________________________________________

The parts of this essay that I believe are most effective are:

1.

2.

3.

The parts of this essay that I believe could use more work are:

1.

2.

3.

Based on the rubric, I rate this essay:

5 4 3 2 1

for these reasons:(quote directly from the rubric to support your score)

Final Draft Analysis Sheet(Self-Evaluation)

Author___________________________________________________

Title of Essay _____________________________________________

Two things I have learned about writing by completing this essay are:

1.

2.

Two areas I need to focus on to improve my writing are:

1.

2.

In terms of time and effort spent on this project, I rate myself:

Wow! Pretty good Not as much I blew it! I should have

In terms of the editing and revision I did for this project, I rate myself:

Wow! Pretty good Not as much I blew it! I should have

Based on the rubric, I rate this essay:

5 4 3 2 1

for these reasons:(quote directly from the rubric to support your score)

Vocabulary Knowledge Rating Sheet

High Knowledge Low Knowledge4 = I could easily teach it to the group 2 = I have seen it or

heard before

3 = I think I know what it means, 1 = I have no idea what it means

but I could use a review

Rating Table:Word What I think it means before

instructionMy rating

before instruction

My rating after

instruction

Instruction Table:

Word Synonym/Explanation Example/Showing Sentence/Image

Select Response Question Preparation

While well-designed performance-based assessments are the best way to evaluate student mastery of standards, students do need to be able to demonstrate their learning on select response questions that are used to assess them on a variety of other exams, including the CSTs, the CAHSEE, and the SAT. Although the effective

performance-based assessments are generally more than adequate in preparing students for more superficial multiple-choice testing, some preparation may be necessary to help transfer their learning to these types of questions.

As an effective approach to this type of test-taking skill development:

Practice throughout the year as a warm up activity--spend a little time each day rather than cramming test prep in at the last minute

Use released questions from the CST and CAHSEE, California Item Bank questions, and other resources for sample questions

Teach, model, and practice strategies for tackling select response questions

Help students develop their metacognitive skills so that they gain the ability to

o Build their own strategieso Describe their own plan of actiono Analyze and synthesizeo Self evaluate

Present questions on the board, on an overhead projector, or using a web tv/lcd projector. Just give 1 or 2 questions at a time--focus on quality rather than quantity. Use active participation strategies from EOEI to explore each question to ensure student engagement and to help you assess student progress. Have students do the following for each question:

Identify the correct response and explain why it is correct Identify the eye catcher(s) and explain why students might be

lured to choose them

Examples:

What is the meaning of the word antique as it is used in the sentence below?

The expert talked about ancient ruins and the antique treasures left behind by forgotten civilizations.A. valuable because of ageB. very expensiveC. often abandoned

D. very easily forgotten

The total cost (c) in dollars of renting a sailboat for n days is given by the equation

C = 120 + 60n

If the total cost was $360, for how many days was the sailboat rented?A. 2B. 4C. 6D. 8

PRENTICE HALL TECHNOLOGYPRENTICE HALL TECHNOLOGY

Downloading and Importing State Objectives

PART ONE: Downloading the Objectives from the Internet

STEP 1: Log onto the internet and go to www.phschool.com

STEP 2: In the left hand column, you will see a feature “State Resources.” Select your state from the pull-down menu and click the yellow arrow next to it.

STEP 3: This page will focus on specific information regarding your state. Click on the link in the left column that says “Standards-based Lessons.”

http://www.phschool.com/

STEP 4: From the middle of this page, click on “Download Local Objectives Files.”

STEP 4: Select the course and text for which you wish to download the standards. This is the file that you will import into Resource Pro. (Be sure to select the appropriate Windows or Mac platform.)

A message box, “File Download” will appear on your screen. Choose the “Save this program to disk” option and click “OK”

Save this file to your desktop or to any folder easy to locate and click “Save.”

When the download is complete, click on “Close” to exit.

STEP 5 : You can now exit the www.phschool.com site.

STEP 6 : Double-click on the file that you just downloaded onto your desktop, or wherever you saved that file. A “Self-Extracting archive” window will appear.

Click “OK” and then choose a location to save the file (i.e. your desktop).

Once the file has completely “unstuffed,” you will get a message letting you know that the “un-stuffing” process has finished. Click on “OK.” You’ll now see another file on your desktop. This second file is the one you will use to import the objectives into your Resource Pro.

PART TWO: Importing the Local Objectives File into Resource Pro

STEP 1: Launch Resource Pro from your Start Menu.

STEP 2: Click on the “Local Objectives” button, located just underneath the “Planning Express” button.

STEP 3: From this menu, click on “Import Local Objectives.”

http://www.phschool.com/

STEP 4: Locate the file that you just “extracted,” click on it, then click “Open.”

STEP 5: Once the program imports the objectives, you will get a message saying, “Your local objectives have imported successfully.” (Give your computer a few moments to do this step.)

STEP 6: To check to see if your local objectives have downloaded,, open the Resource Pro, click on Local Objectives (under Planning Express), then click on Local Objectives editor. Open any unit, choose a selection or chapter and click on a day. You will be able to preview your local objectives in the box in the lower right-hand corner. Objectives will automatically appear now in your lesson plans!

Degree of Reading Power (DRP) in Prentice Hall Literature, Bronze Level

Easy selections have DRP's from 46-53Average selections have DRP's from 48-57Challenging selections have DRP's above 55, usually between 55 and 61 In the DRP program, readability is measured in DRP units. The scale ranges from 0 to 100 units, with most English text falling between a score of 30 and 80. As text difficulty increases, DRP scores rise. For purposes of comparison, teen fiction generally has a DRP of 58; general interest periodicals for adults range between DRP's of 56 and 71. In the Prentice Hall selections, overlaps in ranges occur when other factors, such as length of selection and type of literature are taken into account.

Name/Period:___________________________ Date:______________________

8th GRADE LANGUAGE ARTS TEXTBOOKSCAVENGER HUNT

You’ve just been given your new Language Arts textbook. It’s almost two inches thick, has over 800 pages, and you have no idea what’s inside or what to do with it. Right?! Well, this scavenger hunt will change all that and help you get ready for some great reading and a successful year in Language Arts!

1. Referring to the title of your book, what do you think "Timeless Voices, Timeless Themes" means?__________________________________________________

2. Who is the publisher of the book?_____________________________________3. Look on pages CA4 - CA19. What are the four major Language Arts

Standards?*_________________________ *___________________________ *_________________________ *___________________________

4. What is the theme for Unit 1 on page vii?_______________________________5. How many Units are in this textbook?__________________________________6. What are the three purposes for reading? (See Why Read Literature on page

2.)*_____________________________________________________________*_____________________________________________________________*_____________________________________________________________

7. What is the name of the first story in Unit 1? (See Prepare to Read on page 4.)

______________________________________________________________8. What Literary Analysis will we focus on in this story?______________________9. What Reading Strategy will we focus on in this story?______________________10. Read the information about the author at the end of the story. What is this

author’s name?_____________________________ What did you learn about the author?_____________________________________________________

11. Where can you go on-line to check your understanding of the selection? (Page 13)______________________________________________________________

12. What three types of lessons will Integrate Language Skills at the end of the story?

*_______________ *_______________ *_______________13. What type of writing will you be doing in the first Writing Workshop? (Page 88)

______________________________________________________________

14. Look through the other units in the textbook. Do you see any selections that look interesting? What is the title? (Come on! I know there’s got to be at least one!)

______________________________________________________________15. What will resource will you find on page R1?______________________________16. How will this help you when you are reading?_____________________________

______________________________________________________________17. Look up the words accept and except on page R25. Write your own sentence with each? ________________________________________________________

_____________________________________________________________18. If you don’t know what a certain literary term means, where can you go in your textbook to find out? ______________________________________________19. What is a protagonist?_____________________________________________

______________________________________________________________20. Where can you find help in writing a business letter?_______________________21. On what pages can you find vocabulary terms? ___________________________22. What section will be helpful with spelling? ______________________________

23. Define prepositional phrase: ________________________________________ On what page did you find this information?_____________________________24. If you forget where all these things mentioned above are located, where can you go to find out?_____________________________________________________25. On what page will you find the story, “Forrest Fire”?______________________

Turn to that page and read the story silently to yourself while others are finishing.

Congratulations on completing the scavenger hunt!

Documents

Language Arts Scope and Sequence Matrix - Murrieta …tct.murrieta.k12.ca.us/writing/8th/8th_Grade_Language... · Web viewYou’ve just been given your new Language Arts textbook