8+Writing

**DRIVING QUESTION: //How do we stay true to ourselves and face our fears?//**  2013-2014 Writing Assessment: Common Assessment #1 - The Giver (same one as last year) What happens to Jonas at the end of the novel?

Standards:

New Reading Standard: 8.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts.

New Writing Standard: 8.W.1 Write arguments to support claims with clear reasons and relevant evidence.

Pat and I remembered that at a meeting you had mentioned you had a book on teaching argument writing. Do you still have this? if yes, may we borrow it? We are very familiar with persuasive writing, but we have never taught argument writing. We don't have any specific assignments set up for these standards, but we did discuss certain units that could be used to address these standards.

Pre/Post Assessment: MCAS Open Response. We are going to give students the article "Homeroom Zombies" and have them write an open response. We will score these and then compare the scores after we give them the same assignment in March after the MCAS Boot Camp unit.

Questions:

Do you want us to give the pre assessment at the beginning of the year before we do any formal writing with our students, or do you want it before the MCAS unit begins? Yes  

**POWER STANDARDS**
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Common Assessment: Five-paragraph comparison essay with poems for Poe unit. Scheduled: Oct. - Nov. Common Assessment: MCAS open-responses and use of graphic organizers. Scheduled: Feb. - March **5.** With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 65.) Common Assessment: Anne Frank unit - proof of revisions.editing. Scheduled: Jan. - Feb. a. Apply //grade 8 Reading standards// to literature (e.g., “ Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new ”). b. Apply //grade 8 Reading standards// to literary nonfiction (e.g., “ Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ”). Common Assessment: Specific Research aspect - Romeo and Juliet research info. Scheduled: March - April
 * WRITING:**
 * 2. ** Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * 4.** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * 9. ** Draw evidence from literary or informational texts to support analysis, reflection, and research.