English 10, week 15 Wrapping up unit two and introducing MCAS

English 10, week 15 Wrapping up unit two and introducing MCAS
12/13/10-12/17/10

What do you do when you take a standardized test to stay focused?
Monday, 12/13/10 Objective: SWBAT 1. Summarize the different sections/tasks on the MCAS exam. 2. Explain the significance of the MCAS exam and how their performance on this exam will impact their future Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam. Do Now: Agenda: What do you do when you take a standardized test to stay focused? What test-taking strategies did you learn in past years? How have these test-taking strategies helped you? Do Now and share/review MCAS overview– what is it? When is it? What are the parts? What will I have to do? How will this test affect my future? Test-taking strategies for vocabulary questions. Practice together Practice with a partner Practice on your own (hw if you don’t finish in class)

General Information about the English MCAS Exam
Objective/SWBAT: Summarize the different sections/tasks on the MCAS exam. MCAS= Massachusetts Comprehension Assessment System All 10th graders across the state will take the exact same exam at the same time, under the same testing conditions. Your test is not scored by your teachers– exams are sent away to be scored Your test scores are used to evaluate the level of instruction of our school and your promotion to the next grade. Your test scores become a part of your transcript, which means the colleges you apply to will see your scores. Your test scores also determine your eligibility for the John and Abigail Adams scholarship which is a merit based scholarship based on the top 25% of the school district and gets you free tuition at any Umass school for four years. The test includes reading passages, multiple choice questions, open response questions (one-two paragraphs) and a long-comp. (5 paragraph essay). The test is untimed– you have as much time as you need to finish the test and none of the sections are timed (unlike the IOWA). The test is administered over the course of three testing days. You will not have regular classes during MCAS testing. The date for this year’s MCAS exam is March 22nd (long comp.) 23rd (reading comprehension and open respons) and March 24th (also reading comprehension and multiple choice). You will taking a practice MCAS exam this week in English and Social Studies to see which areas we need to most focus on during MCAS prep instruction. Some of you will be placed in mandatory MCAS prep classes after school based on your practice score.

More info. on the structure of the test!
Objective/SWBAT: Summarize the different sections/tasks on the MCAS exam. You will be given 36 multiple choice questions in relation to 4 or 5 reading passages (poetry, non-fiction and fiction). You will write 4 open response paragraphs specifically in relation to a prompt and one of the reading passages. You will write 1 long comp. (essay) in response to a prompt and one of the books you have read either in 9th or 10th grade. You are required to write a rough draft and a final draft. You are expected to also complete an outline before your rough draft.

What Kinds of Reading Passages Might be on the Test?
Objective/SWBAT: Summarize the different sections/tasks on the MCAS exam. Fiction Non-fiction Short stories Poetry Novel excerpts Biographies, autobiographies Plays speeches Myths, legends, fables Essays Editorials/newspaper articles Diary entries/Letters Interviews and reviews Instructions and Advertisements

Vocabulary and Language Questions on the MCAS exam
Objective/SWBAT Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam. You will be asked vocabulary questions on the MCAS in relation to a passage. You can often figure out the meaning of the word by looking at the word’s context– the words and sentences around the word (before and after). Practice: Kirk was a huge hunk of a dog. When standing upright on his hind legs, he could easily rest his front paws on a man’s shoulders. His enormous presence scared most passersby when Kirk strolled in the park on his daily walk on the leash. Other dogs, too, shunned Kirk, fearing death or severe injury should Kirk decide to clamp down on their flesh with his crushing jaws. No one had reason to worry, however. Terrified of squirrels and distrustful of robins and butterflies, Kirk was the most docile dog in the world. Use the context of this passage to determine the meaning of the word docile. Write the meaning of the word on the line below: ______________________________________________________________________

Vocabulary and Language Questions on the MCAS Exam
Objective/SWBAT Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam. Some questions will ask you about words with multiple meanings and you will have to determine which meaning matches the word based on the context of the passage. Some questions will ask you about words used as idioms– expressions that are natural to people from a particular area or part of the world. Example, “backseat driver” does not literally mean someone who drives from the backseat. Or “Go back to square one.” Some questions might ask you to identify words in a passage that are jargon– that is, words related to a particular field. Ex: mouse, keyboard, drive, printer. Some MCAS questions might ask you to identify a word’s part of speech. Many words can be used as different parts of speech depending on the context of the word (ex: buckle can be both a noun as in your belt buckle, or a verb as in buckle your belt.)

Preview the questions before you read so you have a reading focus.
Objective/SWBAT Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam. Test-taking Strategies for answering multiple choice question and reading passages Preview the questions before you read so you have a reading focus. Read actively– annotate the text by taking margin summary notes– this will help you go back and answer questions. If the passage is short, re-read it– often it takes more than one reading to understand what the passage is about– this is especially true of poems. Read the directions carefully for each section. Underline key words in the directions. Read all possible answer choices for multiple choice questions. Use process of elimination to answer multiple choice Look back at the text to find answers.

Body Paragraph Rewrite Do Now and share/review
Tuesday, 12/14/10 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). Do Now: Agenda: Body Paragraph Rewrite 1 minute to read thesis statement 2 minutes to read body paragraph and brainstorm three concrete ways to improve it 4 minutes to rewrite it Do Now and share/review Why is the MCAS Important? Review Test-taking strategies for vocabulary questions. Mood and Tone Specific Vocabulary Exercises

Why does vocabulary matter in writing?
Friday, 12/17/10 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). 2. describe the term ‘connotation’ in their own words. Do Now: Agenda: Why does vocabulary matter in writing? Do Now and share/review Specific Vocabulary Questions about vocabulary Exercises Homework: MCAS packet

Friday, 12/17/2010 Objective: SWBAT 1
Friday, 12/17/2010 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). Author’s Word Choice Other than context clues, idioms, and words with multiple meanings, the MCAS will ask you to analyze specific words or phrases in a passage. When an author writes, he or she chooses words carefully to convey a specific message to readers. An author tries to use words that will appeal to readers’ senses to make them taste, hear, see, smell, and feel what he or she is writing about. By using sensory words, an author can create vivid images in the minds of readers. Every deliberate word choice an author makes is meant not only to support the theme of a work but also to communicate his or her purpose for writing.

In writing, HOW you say something can make your ideas more convincing!
Tuesday, 7th December 2010 Objective: SWBAT 1. Reflect on the first drafts and comments of their first draft essays. 2. describe and illustrate the terms diction, denotation, and connotation 3. Analyze an exemplar sample Q & A essay in terms of introduction, body paragraphs, conclusion, and word choice. 4. Revise the first drafts of their essays.

What Author’s Word Choice is like on the Test
Friday, 12/17/2010 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). What Author’s Word Choice is like on the Test Some of these vocabulary questions will ask you to determine the meaning of a simile, metaphor, or symbol used in a text. Others will ask you to determine why an author uses repetition or varied sentence structure throughout a passage. You might also be asked why the author chose to place emphasis on certain words in a passage --- for example by using bold, italic, or ALL CAPITAL letters.

Friday, 12/17/2010 Objective: SWBAT 1
Friday, 12/17/2010 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). Tone and Mood Other questions will ask you to choose a word that best represents the tone or the mood of the story The tone reflects the author’s attitude about the topic of the passage. If an author is writing about a happy childhood memory, his or her tone might be whimsical or sentimental. If an author is writing a first-person story about a character who is upset, the tone might be angry or sarcastic. The mood of a piece of writing is the feeling the writing evokes in readers. The mood might be mysterious, suspenseful, or reflective.

MOOD Really Important Vocabulary Term! Mood My Understanding: Describe what you think this word means in your own words: Draw/Illustrate this word: Further Understanding: Why is this an important term in writing? Friday, 12/17/10 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). 2. describe the term ‘connotation’ in their own words.

TONE Really Important Vocabulary Term! Tone My Understanding: Describe what you think this word means in your own words: Draw/Illustrate this word: Further Understanding: Why is this an important term in writing? Friday, 12/17/10 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). 2. describe the term ‘connotation’ in their own words.

CONNOTATION Really Important Vocabulary Term! Connotation My Understanding: Describe what you think this word means in your own words: Draw/Illustrate this word: Further Understanding: Why is this an important term in writing? Friday, 12/17/10 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). 2. describe the term ‘connotation’ in their own words.

Connotation… is the emotional association of a word; i.e., a subjective cultural and/or emotional coloration. A connotation is frequently described as negative or positive. This meaning includes the implied value judgment or feelings associated with a term. Friday, 12/17/10 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). 2. describe the term ‘connotation’ in their own words.

Strong-willed vs. Pig-headed
Dictionary (literal) definition: stubborn Connotations: Strong-willed: a positive meaning of stubborn; implies admiration of someone who is stubborn Pig-headed: a negative meaning of stubborn; implies frustration when dealing with someone In order to understand the connotation of a word, you must understand how it is used in context of a sentence/thought/idea! Friday, 12/17/10 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). 2. describe the term ‘connotation’ in their own words.

Real Life Example Latino vs. Hispanic
Dictionary definition: a Spanish-speaking person Connotations (subjective meanings): Latino: positive Hispanic: negative Friday, 12/17/10 Objective: SWBAT 1. Identify specific test-taking strategies for answering vocabulary questions in relation to a reading passage on the MCAS exam (part 2). 2. describe the term ‘connotation’ in their own words.

Words to Describe Tone and Mood (Part 1)
Common Words Used to Describe Tone and Mood ambivalent critical hopeful mischievous amused enthusiastic humorous mysterious angry envious imaginative nervous anxious excited impersonal neutral appreciative fearful indifferent nostalgic bewildered formal innocent objective bitter friendly inspirational pensive bored frustrated ironic pessimistic calm gentle judgmental proud cheerful gloomy lighthearted reflective concerned honest malicious relaxed

Words to Describe Tone and Mood (Part 2)
Common Words Used to Describe Tone and Mood relieved tense remorseful thankful rude tolerant sad tragic sarcastic vindictive sentimental whimsical serious worrisome sincere snobbish suspenseful sympathetic

MCAS Vocabulary Questions
What does connotation mean? What is its relation to words and vocabulary? Which words have positive connotations? Why/ how? Which words have negative connotations? Why/How? Which words have a neutral connotation? If you don’t know the meaning of a word, how can you use connotation of a term in order to determine the best answer in multiple choice questions? What is the difference between ambivalent and indifferent? Circle all the words you are unable to define (or that you are unfamiliar with) on the sheet.

Behavioral expectations
Tuesday, 12/14/10 Objective: SWBAT 1. Compose their final drafts of their Q & A essays. 2. Put together their Unit 2 Portfolios 3. Complete their Unit 2 Portfolio Reflections (due Wednesday). Do Now: Behavioral expectations Read today’s objectives Take out all materials you need for your essay Clear your desk of everything else Read over today’s behavioral expectations  Raise your hand, and Ms. Breindel will give you a laptop. Wait until Ms. Breindel gives instructions to start using laptops Stay focused working on one of three things (see objectives). Work quietly, independently, and focused. If you have a question, write you name on the board so Ms. Breindel can assist you. If you are too noisy or distracting you will have two warnings. The third warning results in your laptop being taken away and you sent out of class.

Look back through your notes on non-fiction and answer the following:
Wednesday, 12/22/10 Objective: SWBAT 1. describe and identify the four types of non-fiction works that may appear on the MCAS. 2. describe the possible purposes that an essay can have 3. identify the main idea and author’s purpose of two essays 4. [if time, otherwise for homework] practice answering MCAS questions on essays Do Now: Agenda On the mock MCAS you just took, did you find the non-fiction passages easier or more difficult? Why? Look back through your notes on non-fiction and answer the following: Define, in your own words, non-fiction. What is author’s purpose? What is a main idea? Do Now/ Review Do Now Go over Objectives & Agenda Non-fiction Identification Activity Review Author’s Purpose and Main Idea Notes on Essays Essay Activity

Biographies, autobiographies
Kinds of Non-fiction Reading Passages on the Reading Comprehension Part of the MCAS Objective/SWBAT: Describe and identify four types of non-fiction that may appear on the MCAS Non-fiction Poetry Biographies, autobiographies speeches Essays ; [what we will be focusing on today] Editorials/newspaper articles Diary entries/Letters Interviews and reviews Instructions and Advertisements

Types of Non-Fiction Information Sheet – Part I
Objective/SWBAT: Describe and identify four different types of non-fiction on the MCAS Non-fiction What is it? Poetry Writings that are aesthetic and artistic in form; they follow a number of different styles. May use rhyme, but not always. Examples include Sonnets, Haikus, Odes, etc. Biographies, autobiographies Informative works that are written in order to inform their audience about a person. Biography = written by another person Autobiography = written about yourself Speeches A work that is written in order to be presented aloud to a group of people. Essays A writing on a particular topic; may be informative on persuasive, depending on author’s tone. Editorials/newspaper articles Written in order to be published in a newspaper. Newspaper articles are informative on a current topic, while editorials include the author’s bias (opinion) in them.

Types of Non-Fiction Information Sheet – Part II
Objective/SWBAT: Describe and identify four different types of non-fiction on the MCAS Type of Non-Fiction What is it? Interviews Records of a conversation between two people; may be word for word, or may be a summary of the conversation. Reviews A critical (biased) account of a work. Types of reviews include films, performances, books, etc. Instructions Writings that intend to describe how to do something. Advertisements Work that is intended to persuade its reader to buy something or do a particular action. Usually accompanied by visuals (pictures or graphics). Diary entries/Letters Personal writings that are usually reflective on daily life or life activities. Diary entries are usually only for the individual writing it, while letters are intended for another person to read. *Business letters are less personal and usually written for a certain intent.

Non-fiction Identification Activity
In groups of 3-4 students, you will be working to identify four types of non-fiction. Part A: 5 minutes --- STEP 1: Read the descriptions of each work of non-fiction STEP 2: As a group, create a description, re-write each description in your own words. Part B: 1 minute per work --- STEP 3: Look at each work STEP 4: As a group, decide what type of non-fiction it is by using the description sheet you just created. You may have to read through it to decide what type of non-fiction it is! STEP 5: When you are finished, use your clicker to enter your response… Objective/SWBAT: Describe and identify four different types of non-fiction on the MCAS

Things to Think About with Non-fiction
Who is the author writing to? Who is their intended audience? What is the main idea of the work? What is the main point/message the author wants his/her reader to know? Why is the author writing this? In other words, what is the author’s purpose? I.e., to entertain, to inform, to persuade, to describe Wednesday, 12/22/10 Objective: SWBAT 1. describe and identify the four types of non-fiction works that may appear on the MCAS. 2. describe the possible purposes that an essay can have 3. identify the main idea and author’s purpose of three essays 4. [if time, otherwise for homework] practice answering MCAS questions for essays

Non-Fiction: Author’s Purpose
Author’s write for many reasons. Writers of short stories, novels or poems often write to entertain their readers. They may write articles and non-fiction books that inform to inform their readers of an issue. To describe something To persuade their readers to think and act as they do about certain issues. Analyzing the author’s choice of title and the examples or details used to support the main idea will help you to better understand a non-fiction passage. Objective/SWBAT: Describe and identify four different types of non-fiction on the MCAS

Essays An essay is a short piece of writing which is often written from the author’s personal point of view. There are a variety of essay styles and forms. Most academic fields (i.e., college majors) have a different style of essay. Styles/Forms of essays include: Narratives, analytical (i.e., academic), cause and effect, compare and contrast, historical, scientific, college admission essays, etc. Wednesday, 12/22/10 Objective: SWBAT 1. describe and identify the four types of non-fiction works that may appear on the MCAS. 2. describe the possible purposes that an essay can have 3. identify the main idea and author’s purpose of three essays 4. [if time, otherwise for homework] practice answering MCAS questions for essays

Author’s Purpose in an Essay:
Varies depending on type of essay; purposes may include: to persuade, to describe, to entertain, to analyze A scientific essay may be written in order to describe a specific medical condition, while a literary essay may be written in order to analyze a particular work (i.e., a critical essay) When you write your college admissions essays you will have a specific purpose for writing it? Can you think of what that might be? Wednesday, 12/22/10 Objective: SWBAT 1. describe and identify the four types of non-fiction works that may appear on the MCAS. 2. describe the possible purposes that an essay can have 3. identify the main idea and author’s purpose of three essays 4. [if time, otherwise for homework] practice answering MCAS questions for essays

“A Rose by Any Other Name: the Debate over the ‘Real’ Shakespeare”
Take margin summary notes as we read. You should have at least 5 sentences written in the margins. What is the main idea of this essay? What is the author’s purpose? How do you think the author decided on the title? Why? Wednesday, 12/22/10 Objective: SWBAT 1. describe and identify the four types of non-fiction works that may appear on the MCAS. 2. describe the possible purposes that an essay can have 3. identify the main idea and author’s purpose of three essays 4. [if time, otherwise for homework] practice answering MCAS questions for essays

MCAS Article #2 – with a partner
Take margin summary notes as we read. You should have at least 5 sentences written in the margins. What is the main idea of this essay? What is the author’s purpose? Wednesday, 12/22/10 Objective: SWBAT 1. describe and identify the four types of non-fiction works that may appear on the MCAS. 2. describe the possible purposes that an essay can have 3. identify the main idea and author’s purpose of three essays 4. [if time, otherwise for homework] practice answering MCAS questions for essays

English 10, week 15 Wrapping up unit two and introducing MCAS

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English 10, week 15 Wrapping up unit two and introducing MCAS

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