First I want students to share the Wrap up activity on when the shift occurred in the essay from the prior days lesson. I then ask students to review their notes on irony, and re-read their answers to the questions in Langston Hughes's Salvation. I want them to activate their prior knowledge of the events in the story that lead up to the climax. This information will help them answer the open response question.
I review how the author uses many narrative techniques such as imagery, metaphors, and irony to explain his interpretation of that one night when he did not see Jesus in his memoir Salvation. I also review with students that in the beginning Hughes was positive about church and his religion, but at the end he has many confused feelings on what is right and wrong.
Next I review the use of the Point, Evidence, Explain, organizer for the Open Response question and the Grading Rubric. I want my students to understand and use the rubric as a guide. Three points is less to remember and think about. A rubric is a fairly simple measurement tool that is used to rate student performance against a set of criteria. The criteria are usually on a four-point scale. I chose a three-point scale for this assessment: 3 -Above Average—2-Average—1-Below Average. I use rubrics to simplify the scoring of student performances. It provides my students information about what is expected and an appropriate level of analysis for assessing their reading comprehension and use of figurative language RL.9-10.4.
I check for understanding by using the Dip Stick strategy which is randomly picking on students to answer questions pertaining to the topics taught. it is also referred to as "Monitor and Adjust" because you're monitoring student understanding and your teaching can be adjusted predicated on the answers the students give.
Finishing Multiple Choice Assessment
Students first complete the multiple choice question part of the test which is assessing students understanding of plot, figurative language, and inference .
Next, I want every student to first organize their thoughts on how best to answer the open response prompt by using the P.E.E. graphic organizer which will support their efforts when citing strong evidence from the text as required in standard RL.9-10.1. I then ask students to review the rubric, re-read their information on the P.E.E. organizer and then decide if any final changes to their open response answer should be made before typing their final draft. This sequence of self-checking will hopefully help students create clearer and more accurate response.
The typed example of student work is not graded because I decided to let the students grade their own open response using the scoring rubric. I also graded the students' work with the same rubric. Afterwards, I compared the two grades; if they match, the student earned a few points extra credit. The idea of extra credit is offering an incentive to get students to think honestly about the quality of their work. If our grades are different we conference using the scoring rubric as a guide. Regardless my grade--not the students'--is the one that counts.
If students completed their test before the end of the class I ask them to work on any incomplete work they may have in their folders.