Reflection: Complex Tasks Of Moths and Mice: EBSR on "lesson of the moth" - Section 2: Administering the EBSR


I worked with two other teachers to develop the questions for this task.  Three out of the four questions were interwoven.  In other words, they explored a complexity in the poem, which involved the shift in the last stanza.  However, the downside of doing this is that it creates a double- or triple-whammy situation for the students.  Miss one, miss three.

Now, at this point, it doesn't really matter.  I am assigning the EBSR three points of Process, which means it is worth almost nothing.  I am doing that to avoid having the students suffer while I figure out how to write new question types and assess skills in a different way.  It also allows them to adjust to this multi-layered approach.

Writing questions that are really good and that address meaningful aspects of literature is hard.  Most tests that I see seem really flawed to me, but when I sit down to write questions myself or in a team, I can really appreciate how difficult it is.

  Writing Questions
  Complex Tasks: Writing Questions
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Of Moths and Mice: EBSR on "lesson of the moth"

Unit 3: Flowers for Algernon
Lesson 6 of 7

Objective: SWBAT take a poem and connect it thematically to another piece of literature

Big Idea: Moths and mice...and what they can teach us...

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