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R Preparing Students for the English Regents Exam, 2019
Presenter: Amy Benjamin
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At-A-Glance: NYSED Next Generation Anchor Standards for Literacy (grades PreK-12)
Amy Benjamin Educational Services, Inc. Reading: Writing: Speaking/Listening Language Key Ideas & Details: Types & Purposes: Comprehension & Collaboration: Knowledge of Language: Read closely. Track themes & summarize main ideas. 3. Understand and follow progressions. Write arguments. Write informative/ explanatory texts 3. Write narratives. 4. Write responses to texts, the larger world, and personal experiences Know the rules of formal standard written and spoken English and apply them when your audience expects you to do so. Accurately perceive the circumstances when your audience expects you to use a formal language tone. 2. The above includes the visuals of writing: spelling, capitalization, punctuation. 3. Understand that language is a changing social contract. Make effective choices. Expand your understanding of the language choices of others. 1.Develop socially appropriate conversational skills. 2. Verbally summarize information that you’ve heard, read, or seen. 3. Assess the credibility of what you read and hear, based on the language used. Craft and Structure: 4. Know what words & phrases mean in context. Analyze the structure of the text (how the author decided to arrange the story or information) 6. Assess how point of view or purpose affects meaning. Research: 5. Conduct and report on both short and sustained research, based on focused questions 6. Gather relevant information; evaluate the validity of sources; integrate source-based information; avoid plagiarism; collaborate with others 7. Draw evidence from texts to support analysis, reflection, and research Presentation of Ideas and Knowledge: 4. Present meaningful ideas and information coherently and courteously. 5. Enhance formal presentations with visuals, including digital media. 6. Know the rules of formal spoken English and apply them when appropriate to the audience. Integration of Knowledge & Ideas : Vocabulary Acquisition and Use: 7. Understand charts, graphs, and other numerical representations. 8. Judge the validity of an argument, based on the language used. 9. Compare texts on the same subject. 4. Figure out what new words & phrases mean using context, word parts, dictionaries, a 5. Understand that words can be nuanced and can have multiple meanings. 6. Understand and use an academic/businesslike level of language.
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Text Complexity Measures for 11th Grade
Pearson Rdg Maturity Metric Degrees of Reading Power Source Rater Flesch- Kincaid Lexile ATOS 11.20- 14.10 67-74 1034- 14.20 12.30- 14.50
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Test Part Suggested Time Standards Addressed Text Description Student
Test Blueprint Test Part Suggested Time Standards Addressed Text Description Student Task Part 1: Rdg Comp 60 minutes RL 1-6 RI 1-6; 8-10 L 3-5 3 texts: 1 literature, 1 poem, 1information up to 2,600 words, total 24 multiple choice Part II: Argumentation: Writing from Sources 90 minutes RL 1-10 W 1,4,9 L 1-6 4 information- based texts, probably inc. graphics Write an argumentative essay, referring to the sources given Part III: Text Analysis 30 minutes RL 1-6,10 RI 1-6,10 W. 2,4,9 1 text, up to 1,000 words literary or information Write essay: Identify central idea and analyze how the author uses one writing strategy (lit. element or technique; rhetorical strategy)
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“The ear is the only true writer and the only true reader. I’ve known
people who could read without hearing the sentence sounds and they were the fastest readers. Eye readers we call them. They get the meaning by glances. But they are bad readers because they miss the best part of what a good writer puts into his work.” -Robert Frost
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Test Part Suggested Time Standards Addressed Text Description Student
Test Blueprint Test Part Suggested Time Standards Addressed Text Description Student Task Part 1: Rdg Comp 60 minutes Reading Standards 1-6 3 texts: 1 literature, 1 poem, 1 information up to 2,600 words, total 24 multiple choice
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Passage A: Look over the passage and questions, note the lines in the text: 5 minutes
Reading Time: approx 7-8 minutes (approx. 1,000 words) Write a quick main idea sentence: 1 minute Multiple Choice time: 5-7 minutes (10 questions) 21 Passage B: Look over the poem and questions, note the lines in the text: 3 minutes Reading Time: approx 2 minutes (approx 100 words) Multiple Choice time: 4 minutes (4 questions) 10 Passage C: Look over the passage and questions, note the lines in the text: 5 minutes Reading time: approx. 7-8 minutes (approx. 1,000 words) Multiple Choice time: 5-7 minutes (6 questions) Est. 52 minutes for Part 1, 24 questions (8 minutes to spare)
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1 4 2 3 Rdg. Std. 5: Analyze the structure of texts,
including how specific sentences, paragraphs, etc. relate to each other and to the text as a whole(Question 1) Passage A: Fiction Rdg. Std. 4: Interpret words and phrases as they are used in a text, e.g., connotation, figurative meanings); understand the impact of diction. (Questions 4,7) Rdg. Std. 3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. (Questions 2,3,5) Lang. Std. 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate(Question 8) Rdg. Std. 2: Determine central ideas and themes and analyze their development; Summarize the key supporting details and ideas. (Questions 6,9)
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Why Was I Wrong? Comprehension Problem: I didn't understand the main idea of the text. I didn’t understand relevant details in the text. Vocabulary Problem: I didn't understand key vocabulary in the text. I didn’t understand key vocabulary in the question. Test-taking Problem: I didn’t read the text slowly and carefully. I didn’t read the question and choices carefully. Personal Problem: I can’t concentrate today. I don’t want to concentrate today. Other: I blame the question and I refuse to stop doing that. I’m trying, but I still don’t understand why my answer is considered wrong.
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Rdg. Std. 2: Determine central ideas and themes and
analyze their development; Summarize the key supporting details and ideas. (Question 14) Passage B: Poem 10. 3 11. 3 12. 2 13. 2 14. 4 Lang. Std. 5: Demonstrate an understanding of figurative language, word relationships and nuances. (Question 13) Rdg. Std. 5: Analyze the structure of texts, including how specific sentences, paragraphs, etc. relate to each other and to the text as a whole(Question 11) Rdg. Std. 4: Interpret words and phrases as they are used in a text, e.g., connotation, figurative meanings); understand the impact of diction. (Question 10,12)
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15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Rdg. Std. 2: Determine central ideas and themes and analyze their development; Summarize the key supporting details and ideas. (Questions 18, 24) Rdg. Std. 4: Interpret words and phrases as they are used in a text, e.g., connotation, figurative meanings); understand the impact of diction. (Question 20) Rdg. Std. 5: Analyze the structure of texts, including how specific sentences, paragraphs, etc. relate to each other and to the text as a whole(Question 15,23) Lang. Std. 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate (Question 16,21) Rdg. Std. 3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. (Questions 17,19, 22) 2019
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Let’s Review the Strategies:
Teach the Four-part Procedure: a. Get acquainted with the passage and questions. Annotate the text b. Read at a “literary pace” c. Write the main idea in one sentence d. Answer the questions 2. Provide the “Metacognition” questions to analyze why you got questions wrong. 3. Provide class time to practice slow reading: Visualize, Activate the Internal Narrative Voice 4. Help students use the “abstract noun-making suffixes” to capture the theme. 5. Build awareness of the Standards on which the questions are based by: a. Using the two-column Question Menu to engage the text, addressing questions that are appropriate for the text b. Using the collection of question frames from previous exams, create questions and exchange with peers 6. Acclimate students to the words and phrases in the question stems: creates a sense of, best reflects, convey a sense of, reveal, infers that….)
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Let’s Review the Strategies:
6. Act out the Editor-to-Author skit, where the author has to justify specific details that the editor thinks are unnecessary 7. Help students restate/summarize very small segments of the text as you read. 8. Help students remember to read ALL of the choices. Remember that more than\ one answer is possible. 9. Help students remember that MOST of the questions will relate back to the main idea. 10. Help students locate sentences from that text that encapsulate its central idea: Which of the following quotations best reflects the main idea of the text? 11. If you know how, use Socratic Seminar techniques to engage with the text. 12. Provide students with VARIOUS reading experiences: required reading and books of choice; whole class, small group, pairs, individuals
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Test Breakdown: 40%: Multiple Choice Reading Comprehension: Fiction Poem Literary non-fiction 40%: Argumentation essay, based on a social issue; 4 articles (pro/con/information) 20%: Rhetorical analysis of a literary excerpt
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Topic Archive August, 2019: Should plastic shopping bags be banned?
June, 2019: Should pets be allowed in the workplace? January, 2019: Should cash currency be eliminated? August, 2018: Should shark netting be used on coastal beaches? June, 2018: Is graffiti vandalism? January, 2018: Could algae be the solution to our energy problems? August, 2017: Should self-driving cars replace human drivers? June, 2017: Should school recess be structured play? January, 2017: Should the United States eliminate Daylight Savings Time? August, 2016: Should the United States government create strict sugar regulations? June, 2016: Should celebrities become the voice of humanitarian causes? January, 2016: Should food be genetically modified? August: 2015: Should American citizens be required to vote in national elections?
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Evaluate: Do these topics meet the criteria for Part II (Argumentation):
Who, if anyone other than themselves, bears responsibility for the deaths of Romeo and Juliet? 1a. Should there be a legal age for marriage? If so, what should it be? 2. Is Atticus Finch justified in his parenting decision when Jem destroys Mrs. Dubose’s camellias? 2a. Does race play a role in America’s criminal justice system? 3. Is George in any way responsible for Lennie’s death? 3a. Public Law (“Rosa’s Law”) replaced the term “mental retardation” with “intellectual disability.” Do you agree that this change serves a purpose? 4. Select a main character in A Raisin in the Sun. Could that character achieve his or her dreams today? 4a. Should the government intervene in real estate sales practices?
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Test Part Suggested Time Standards Addressed Text Description Student
Test Blueprint Test Part Suggested Time Standards Addressed Text Description Student Task Part II: Argumentation Writing from Sources 80 minutes RL 1-10 W 1,4,9 L 1-6 4 information- based texts, probably inc. graphics up to 2,600 words, total Write an argumentative essay, referring to the sources given Reading time: Text 1: 3 minutes Text 2: 3 minutes Text 3: 4 ½ minutes Text 4: 2 minutes Text 5: 5 minutes Total: 18 minutes Writing Time: 3 minutes: Read the Directions 5 minutes: Written plan 50 minutes: Write the essay Total: Approx. 80 minutes (Combined with the 6 minutes left over from Part 1, I now have 16 extra minutes.)
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Writing Rubric: Common Core Standards, Grades 6-12:
Type: Argumentation Pro Semi-Pro Novice Pre-Novice Effectively does ALL of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does TWO of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does ONE of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does NONE of the following: States importance of issue Makes a claim Acknowledges opposing claim Writing an introduction Mentions, but does not develop, sufficient evidence; Does not attend to opposing claim(s) Develops claims and opposing claims thoroughly and fairly with evidence: facts, stats, reasons, examples, anecdotes Good start toward developing claims and opposing claims; Includes some substantial evidence Developing an argument No relevant facts, statistics, reasons, or evidence. Expressing relationships between ideas Establishes clear and effective organization through: paragraphing, sectioning, complex sentences, transitions and other linking devices Transitions from paragraph to paragraph, but needs more internal transition and linkage within paragraphs All or mostly simple sentences with no or very few transition words and conjunctions used No paragraphing A few organizational structures and transitional words Using Tier II and III Vocabulary Sufficient, appropriate use of Tier II and III language throughout Tier II and III vocabulary are evident, but there are several instances where Tier II vocabulary should be used instead of Tier I A few Tier II and II vocabulary used No Tier II or III vocabulary used Using formal writing tone Formal writing tone used throughout; Few or no glaring errors in spelling, grammar, punctuation, capitalization; obvious care in presentation Good attempt at formal writing style and proofreading, but a few glaring errors indicate that more careful proofreading is needed Attempt at formal writing style, but needs more proofreading and/or care in presentation Overall tone is too informal, including some or all of: “texting” abbreviations, slang, messiness, errors in spelling, punctuation, grammar Writing a conclusion Strong conclusion that follows from the evidence presented and makes an impact on the reader Good start toward a strong conclusion that follows from the evidence and makes an impact on the reader Sketchy conclusion that just restates the claim and/or the issue; does not make an impact on the reader no conclusion Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects,
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Common Hitching Devices
Coordinating Conjunctions Subordinating Conjunctions Relative Pronouns Conjunctive Adverbs However Moreover Therefore Furthermore As, although, after while, when until because, before if AAAWWUBBI Which Who That And But So Or/nor Can join two independent clauses to make a compound sentence. Warning: You must use a comma with these when they join independent clauses. You may use a semicolon instead of a coordinating conjunction to join two independent clauses. Can attach to an independent clause to create a complex sentence. Warning: Many sentence fragments begin with these words. Usually, you must hitch these words and the clauses that they introduce to your previous sentence. Note: No comma is to be used with that. Can move within own clause; Requires commas on both sides Warning: If you wish to use these to join clauses, you must use a semicolon. Can hitch up to an independent clause, creating a subordinate (dependent) clause, forming complex sentence. Can appear after main clause (no comma) or before main clause (needs a comma)
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Use your sentence frames.
5 Minute Plan What is the question? What is my viewpoint? (claim) Why is this issue important? What is the counterclaim? What valid points does the counterclaim have? But why am I still right? What are my parting words of warning? (If…then…) Connectives: but, however although, even though, nevertheless therefore, so Use your sentence frames. Use your academic word list.
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To write, you need three things:
Something to Say Sentences to Hold the Words The Words to Say It
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Foundational Values Note: These are overlapping:
Democratic Principles: Personal freedom, expression of individuality, promotion of democracy, the right to be left alone, civil liberties, honoring the past Sense of Community: Helping others, sharing resources, considering future generations; establishing sense of belonging; caring for loved ones Desire for safety and security: Protection against enemies, protection of resources, having sufficient food and shelter, avoiding and responding to natural disaster, maintaining health Economics: Maintaining sufficient resources for now and the future, protecting personal fortunes while offering opportunities to everyone Beauty, Pleasure, Convenience; Fairness
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Ingredients of Informational Text
Background to the Issue (Introduction) Acknowledgement of the opposing side (Counterclaim) Examples Anecdotes (little stories) Comparison/Contrast Cause & Effect (If…then statements) Working definitions Quotations (references to authorities) Rhetorical questions Statistics Summaries Emotional language Technical language Variety of perspectives (I, we, you, he, she, they)
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account for 70% of words used in English.
Tier 3: glossary word: Multisyllabic Specific to a subject area Latin or Greek-based topography, photosynthesis, cartography extrude, metamorphose, striate sedimentary, organic, leeward Tier 2: Words of education, business, government, religion: Components: Prefix, root, suffix Latin-based elevation, formation, protrusion, expanse… elevate, formulate, isolate, develop… remote, irregular, precipitous Tier 1: Basic conversational words: Friends & family 1 or 2 syllables Learned naturally, through exposure hills, grass, rocks, land, sky, clouds, …grow, fly, climb, …green, high, rocky, grassy FYI: Most common 1,000 words account for 70% of words used in English. Different kinds of vocabulary.
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The Academic Word List (AWL):
Background: The Academic Word List consists of 570 word families that are not in the most frequent 2,000 words of English but which occur frequently over a very wide range of academic texts. These 570 word families are grouped into ten subsets that reflect word frequency. A word like analyze falls into Subset 1, which contains the most frequent words, while the word adjacent falls into Subset 10 which includes the least frequent (among this list of high incidence words). The AWL is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, health, business, and law. This high-utility academic word list does not contain technical words likely to appear in one, specific field of study such as amortization, petroglyph, onomatopoeia, or cartilage. Two-thirds of all academic English derive from Latin or Greek. Understandably, knowledge of the most high-incidence academic words in English can significantly boost a student’s comprehension level of school-based reading material. Students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic words that characterize ordinary conversation. The following link gives you a two-page version of the list: Source: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34,
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August 2019: Passage 1 overall (subset 4) credit (subset 2) occur (subset 1): occurred to her previous (subset 2) phrase (subset 4) indicate (subset 1) ensure (subset 3)
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(words in the questions, not the poem):
shift strategy
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Passage C: Literary Nonfiction
abstract concept (conceive) culture environment evolve (evolutionary) fundamental research aspect perceive scope consequence analysis phrase vary rely (reliance)
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primary (primarily) research function theory emphasize adaptations (adapt) physical cycle support unreliable (rely) respond
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Argumentation: Should plastic shopping bags be banned? Text 1: culture benefits resource issue cycle (recycle, recyclable) process environment (environmental) derive fee
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Text 2: method period eliminate policy potential factor impact estimate
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(not previously listed)
Text 3: (not previously listed) currently advocate evident (evidence) justify (justification) indicate energy
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Text 4: (not previously listed)
alternative major (majority) overall sector design infrastructure
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Part III: Literary Analysis
shift margin (marginal) approach element (elemental) varied symbol
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LIVING ENVIRONMENT August 2019
Pages 2 and 5: Multiple Choice potentially obtain process infer resources adapt primary evolve sequence environmental period
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PHYSICAL SETTING EARTH SCIENCE August 2019 Pages 1 and 5: Multiple Choice approximate period revolution data estimate interval section structure
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Algebra I August 2019 Pages 1 and 5: Multiple Choice function range equal (equivalent, equation) Algebra II August 2019 Pages 1 and 5: Multiple Choice sequence series function
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TRANSITION EXAM GLOBAL HISTORY AND GEOGRAPHY
August 2019 Pages 1 and 5: Multiple Choice physical region (regional) significant revolution principles evidence primary source authority distribute (distribution) identify consequence credit decline eliminate indicating factor promote legislate
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U.S. HISTORY AND GEOGRAPHY
August 2019 Pages 1 and 5: Multiple Choice feature economic policy issue (issuance) debate role factor establish (ed) evidence principle process labor area
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…and on the student-written essay question (Part II, Argumentation)
Level 6: AWL Words Used: environment, decline, indicate, sector, alternative, furthermore, majority, economy, illustrate, issues, evidence (11) Level 5: AWL Words Used: environmental, impact, issues, alternatives, role, factors (6) Level 4: AWL Words Used: controversial, source, outcome, environmental (4) Level 3: AWL Words Used: issue, environment, decade (3) Level 2: AWL Words Used: environment (1)
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Scaffolding the Writing Task for
Sentence Frames: Scaffolding the Writing Task for Special Education Students, English Language Learners, and Everyone Else
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Use this frame at the outset of your argument to introduce an ongoing debate:
In discussions of _____________, one controversial issue has been ___________________________. People who believe____________ claim that________________________________. On the other hand, those who believe _____________________________ assert that ______________________________________________________. My own view is __________________________________________.
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Use these frames as you acknowledge that the opposing side has a certain
degree to validity: While at one time it may have been true that__________________, we can now state that____________________________________. ___________________ makes sense when he/she/they say________ ________________, but _____________________________________. Despite the validity of ______________________’s claim about ____________, he/she/they miss the mark when it comes to________________________ because___________________________________________________.
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Use these frames to establish the importance of this topic in your conclusion:
______________ is important because__________________. We should care about______________because if_____________, then_________________________. Ultimately, what is at stake here is____________________________. My discussion of _________________ addresses the larger matter of _____________________.
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Test Part Suggested Time Standards Addressed Text Description Student
Test Blueprint: Revisited Test Part Suggested Time Standards Addressed Text Description Student Task Part III: Text Analysis 40 minutes (46 minutes) RL 1-6,10 RI 1-6,10 W. 2,4,9 L 1-6 1 text, up to 1,000 words literary or information Write essay: Identify central idea and analyze how the author uses one writing strategy (lit. element or technique; rhetorical strategy) Reading Time: 5 minutes Writing Time: 1 minute: Read Directions 4 minutes: Written Plan 30 minutes: Write 3 paragraphs
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Level 4 Response from the Anchor Papers:
State the central idea (You may use an “In literature as in life” frame) State the literary technique or strategy that the author uses to develop the central idea.
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Thematic Statements About Literature
In literature, as in life, people may be troubled by… In literature, as in life, _______ is a common problem. In literature, as in life, ________often causes conflict.
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Thematic Statements About Literature
In literature, as in life, People may be troubled by a lack of … In literature, as in life, Excessive_______ is a common problem. In literature, as in life, A misunderstanding about________often causes conflict.
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