1. Quickwrite #8 (5 minutes) Now that you’re a young adult, how does your family treat you differently than they used to when you were a child? Do they still tuck you in to bed? Do they read you (or tell you) stories? Do you still eat dinner as a family? Out of all the aspects of your family that are different now, what is the ONE thing you miss most about your childhood? Explain clearly using rich detail.

2. “Last Kiss” For this piece, the class will be focusing on the literary elements of setting and character. We will also be practicing and modeling the reading strategies visualizing and connecting as we read. INSERT reading strategy: During the read aloud, use the following symbols to note details about setting and character as well as parts of the text where you made connections or visualized throughout the reading –S = setting –Ch = character –C= I made a connection with the story –V = I have a clear picture about what is going on in the story

3. After Reading Read the second version of the story. This version was written by the author several years after he wrote the first. Perform the same INSERT activity reading strategy while you read.

4. Comparing Readings – Cornell Notes Now that you have read both versions, compare them by analyzing how Fletcher uses the 6 traits in both versions. Evaluate which version you like better. Explain your evaluation using two quotes from the text.

5. Figurative Language Review – List types of figurative language and their meanings. Leave space so you can take notes. (5 minutes) Imagery Simile Metaphor Personification Hyperbole Alliteration Onomatopoeia Idiom Figurative Language Review

6. Post-reading discussion Objective: Students will clarify their understanding of the text. What did you understand about the story? What questions do you still have about the story? What single line (from either story) did you like? Maybe you it jumped out at you or you just liked how it was written. How were the stories alike? How were they different? Which did you like better? Why?

7. Objective: Students will evaluate short answer pieces using OGT-style rubrics. Now that you have read both versions, compare them (similarities and differences). Consider not just the story, but also the author’s writing style (word choice, descriptions, metaphors, etc.) Grader: Underline the similarities and circle the differences given by the writer. Check for accuracy. Then, score the response. 2 = Writer gives at least one accurate similarity and at least one accurate difference. 1 = Writer gives at least one accurate similarity or at least one accurate difference. 0 = Writer gives no accurate similarities or differences. Or, writing is illegible.

8. Objective: Students will evaluate short answer pieces using OGT-style rubrics. After you have scored the piece, get with a partner and explain how you derived the score. Does you partner agree with the score? –If NO, reevaluate the piece and come to an agreement on a score. –If YES, then your score is probably equivalent to what this student would earn on a short answer OGT question.

9. Objective: Students will evaluate short answer pieces using OGT-style rubrics. Evaluate which version you like better. Explain your evaluation using two quotes from the text. Grader: Underline the version which the writer liked better (1 st or 2 nd ). Circle the two quotes (“ “) the writer used as support. Check for logic / accuracy. 2 = Writer identifies which version he/she liked better and provides two logical quotes from the text as support. 1 = Writer identifies which version he/she liked better and provides one logical quotes from the text as support. 0 = Writer identifies which version he/she liked better but provides no logical quotes from the text as support. Or, writer fails to identify which version he/she liked better. Or, writing is illegible.

10. Objective: Students will evaluate short answer pieces using OGT-style rubrics. After you have scored the piece, get with a partner and explain how you derived the score. Does you partner agree with the score? –If NO, reevaluate the piece and come to an agreement on a score. –If YES, then your score is probably equivalent to what this student would earn on a short answer OGT question.

11. Objective: Students will reflect on their own reading / response OGT (or ACT) needs. Exit Ticket: Answer the following questions on a sheet of loose-leaf paper. Did you pass the Reading and Writing portion of the OGT? –If NO (for one or both), which did you fail? What can I do to help you as a teacher? What can you do to help yourself? –If YES (for both), what was your PLAN score (out of 34)? What college and/ or program do you want to pursue after high school? What score (out of 36) do you need on the ACT to be accepted into the college / program of your choice?

12. OGT v. ACT A brief overview OGT Assesses ninth-grade level skills Need to pass all 5 parts to graduate high school in the state of Ohio Reading and Writing sections Timed, but long (2+ hours) Multiple Choice, Short answer responses, and Long responses (essay) ACT Assesses college and life readiness skills Need a minimum cumulative score (usually 22 or higher) to be accepted into certain colleges and/or programs English, Reading, and Writing sections Timed and you must be quick (about 30 seconds / question) Multiple choice; Writing portion is an essay (30 minutes).