To check for prior knowledge, I ask students to write the basic elements or foundations when writing an open response or an explanatory essay. After they finish writing on their own, they are asked to share with a partner and make any changes that they both agree should be made to their descriptions.
I pick a few students to share what they wrote with the class. I do not remark on the answers accuracy but instead give words of encouragement for participation. I will review the components during the Building Knowledge part of the lesson at which time students will compare their answers with the correct ones.
I want to reinforce information most students should already know and re-teach the information for those who still need review. I project the following steps on a screen using my docucamera and ask students to discuss which are accurate and which statements are not:
An open response is more than just presenting information, as it should show your comprehension skills when you answer the question. An effective open response should have these components:
1. An introduction to let your readers know what your main point is. CSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
2. Next, you have to support your main topic by using important information from the passage like a detective presents evidence. It should be clear leaving no doubts in your readers' minds.
3. Lastly, you should end by giving your personal opinion on the topic read in the passage.
After a discussion about what parts of the components are correct and incorrect students make changes to their activator. The last component is incorrect and should read:
4. Lastly, you need to draw a conclusion by restating your points made which support the answer.
As required in standard RI.9-10.1, I want students to refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Students are given the Open Response Question and two organizers. I explain that one organizer asks for two pieces of evidence and one, the P.E.E., asks for three pieces of evidence as required in CC RI.9-10.1. I offer them this choice because a few students with learning difficulties in past were challenged finding three pieces of evidence to support their answers and consequently wanted to give up on completing the response.
Next, I project the Grading Rubric onto a screen and read what would constitute a 4, 3, 2, 1, and 0. Students then begin reading the prompt and answering the question. I ask them to write their open response on a separate piece of lined paper and to keep an objective tone throughout the response W.9-10.1d.
1 Thing You Learned and 1 Question
To check for their understanding of the open response prompt, students are asked to share 1 thing they learned about why Richard killed the cat and 1 question they still have about the incident.