Title: New Jersey ASK Language Arts Grades 6-8 2014
1New Jersey ASK Language ArtsGrades 6-82014
2Three Fundamental Beliefs About Preparing
Students for Testing (An authentic and
meaningful way to prepare students for
standardized testing)
- Successful test takers must first be smart
readers and writers (Standardized reading and
writing tests are not a mystery students can
succeed if they apply general and genre specific
reading and writing strategies.) - Successful test takers must be able to translate
the unique language of the test (In order to
understand the directions, we must teach students
the specific vocabulary of the test.) - 3. Learning to be a successful test taker
can be fun! (Students need to be actively engaged
in the test-preparation processwe must make
learning a multi-sensory, engaging process.)
3Everything You Wanted to Know About NJ ASK 2014
- But Were Afraid to Ask!!!!
4WHAT IS THE ASK?
- The ASK stands for Assessment of Skills and
Knowledge. Lets break that down a bit. When
teachers give an assessment, they evaluate the
students work. So the ASK evaluates whether or
not you have the necessary skills to succeed in
the future!
5WHY?
NCLB- No Child Left Behind 2002 Every state
must have an assessment for annual tests in
reading/language arts and math in grades 3-8 in
place by the 2005-06 school year. Assess every
student in science by 2007- 08 at least once in
each of these grade spans 3-5, 6-9,
10-12. However, the New Jersey ASK is being
phased/transitioned to the new PARCC Assessment
as part of the Common Core State Standards (CCSS)
Initiative.
6WHO?
- All students enrolled in New Jersey public
schools must be tested. - English Language Learner students and special
education students are included.
7WHAT?
- LANGUAGE ARTS ASSESSMENT
- Writing
- - Persuasive/Argument Task-45 minutes
- - Informative/Explanatory Task-30 minutes OR
- Narrative Task -30 minutes
-
- 4 Reading Passages
- - Literature Texts-30 minutes each
-
- - Informational Texts-30 minutes each
- with open-ended questions and multiple choice
questions - Each multiple choice question is worth 1 point
and each open-ended question is worth
up to 4 points. -
8WHEN?
- GRADE 7 April 28- May 1, 2014
- Day 1 - Mon. April 28 - Language Arts
- Day 2 - Tues. April 29 - Language Arts
- Day 3 - Wed. April 30 - Math (7th-8th Day1)
- Day 4 - Wed. May 1- Math (7th Day 2)
- Day 4 - Thurs. May 1 - Science (8th Day 1)
9How is the test data utilized by the school and
district?
- To compare data from similar districts
- To analyze and compare data over the years to
identify areas of strengths and weaknesses - To examine test scores to identify areas of
strengths and weaknesses on a grade level and for
individual students. - To analyze data to direct instruction
- To plan instruction based on student needs
- To intervene for student improvement
- To integrate test taking strategies across the
curriculum -
10How to Interpret Test Scores
- ISR- Individual Student Reports
- Identifies areas of proficiency in LA, Math and
Science (grade 4 and 8, only) - Advanced Proficient 250 - 300
- Proficient 200 - 249
- Partially Proficient 100 - 199
11What is the New Jersey ASK actually testing?
- The ASK evaluates three major skills
- A students critical reading skills.
- A students ability to write clearly and
maturely. - A students potential to be an independent
thinker. - All three of these skills are essential not only
in high school, not only in college, but also in
LIFE!
12The Language Arts Literacy (LAL) Section of the
NJ ASK is divided into two cluster areas. Each
of these clusters reflects knowledge and skills
specified in New Jerseys Core Curriculum Content
Standards.
13CLUSTER 1 WRITING
- Grades 6-8
- Persuasive or Argument Task 45 minutes (12
points) - Informative/Explanatory or Narrative Prompt 30
minutes (6 points)
14CLUSTER 2 CRITICAL READING
- Critical reading is a process. When we read, we
often have difficulty staying focused on what we
are reading, even if it is something really good.
When we read critically, we read actively. That
means we read with a pen, pencil, or highlighter
in hand. Sometimes we take notes on the text
itself if we are given permission or, otherwise,
on a separate piece of scratch paper.
15CLUSTER 2 READING PASSAGES
- Grades 6-8
- There will be 4 Reading Passages on the Grades
6-8 Reading Section of the NJ ASK. Students will
be asked to read both literature and
informational texts in the reading sections.
Each reading passage will require the students to
spend 30 minutes on task. - The purpose for reading nonfiction text is to
provide the reader with information about a
specific topic. An example of informational text
would be your science textbook. - The literature text on the NJ ASK will tell a
story and will usually be fictional, but a
biography is also considered a literature text. - It is helpful for students to understand what
type of passage they are reading and use
strategies to help them comprehend text.
16CLUSTER 2 READING PASSAGES (Continued)
- Students will have 30 minutes on each reading
passage to do the following tasks - Read the passage
- Answer 10 multiple-choice questions
- Answer 2 open-ended questions
17FIVE GOLDEN THOUGHTS FOR GUARANTEED SUCCESS ON
THE ELA NJASK TEST
- Remember, pay attention to the amount of time you
have for each section. Do not leave out any
multiple choice questions or open-ended
questions. - A Rule of Thumb Quantity is important when
writing an essay The more you write, the
better! - However, quality is also important. If you do
not proofread and your essays have a lot of
grammatical/mechanical mistakes, your grade will
be lowered. - Proofread your writing out loud in your head!
- Finally, have confidence in taking the ELA NJASK
test. You have been prepared better than any
other students in New Jersey! Relax and go with
what you have been taught.
18CLUSTER 1 THE WRITING SECTION
19What do our students need to know about the NJASK
Writing Section?
- First, students must first understand the
importance of the NJASK Writing Test - -All they have learned about writing comes
together for this two day test when they are
asked to write about a prompt. - -They know that they must consider the TAP
(Task What you are trying to explain Audience
Who will be reading this? Purpose Why are you
writing this?) of the given prompt. - -They know that the audience wants to know what
the writer knows about complete thoughts, main
ideas and supportive details, and other
grammatical skills. -
20What do our students need to know about the NJASK
Writing Section? (Continued)
- Second, students must understand that there are
times when we expect them to write on a given,
on-demand topic in a timed situation. - -In order for them to do their best on this type
of writing, there is a model (a template) that
they can follow to succeed when writing their
essay. - -They also need to understand that their essay
will be scored using the NJASK scoring rubric,
and they must understand the criteria used to
score their essays.
21A Checklist of Questions Students Should Be
Thinking About As They Think About and Write
Their Essay
- What am I being asked to write about?
- What form should this take?
- Who will be reading this?
- How should I plan my writing?
- Is there anything in particular I have to include
in my writing? - How much time should I spend on planning?
- Am I ready to write my draft?
- Do I think Ive written enough?
- Have I addressed the prompt?
- Can I improve some of my word choices?
- Is there variety in my sentences and paragraphs?
- Have I checked my work?
22WRITING PART 1The Persuasive Task
23- Writing Task
- The persuasive writing tasks elicit the students
point of view or opinion regarding a given
controversy. - Students will write in response to a current
controversy related to an interpersonal,
school/community, or societal issue. - This piece of writing may be required to be in
the form of a letter, a formal essay, an
editorial, or a speech.
24Types of Persuasive Writing Prompts
- Interpersonal controversies- when two or more
individuals disagree about choices, decisions,
behaviors, or ideas. Example You and a friend
are arguing about whether or not to attend a
party this weekend. - School/Community controversies- when two or more
groups of people disagree about rules, behaviors,
procedures, conditions, or ideas. Example
Proposition of including an ASK Class as a
requirement for all students. - Societal controversies- when people disagree
about laws, conditions, and ideas. Example
Mandatory curfew for teenagers.
25A Well Written Persuasive Essay is Well Focused
Well Organized and Well Explained
- Well focused Stick to one-topic and write a
persuasive essay in which your point of view is
crystal clear. (Are you for/against the topic?) - Well organized You must write a clear opening
and closing to your essay. You must develop a
logical progression of ideas in the body that are
connected with appropriate transition words. - Well explained The scorers want to read
paragraphs in which the ideas and details are
well developed, well detailed, and explicitly
explained. (Ideas include facts, opinions,
reasons, comparisons, and anecdotes.)
26SAMPLE PERSUASIVE WRITING PROMPT GRADES 6-8
- WRITING SITUATION
- Your state is considering whether to charge a 2
fee for each person to enter and use parks and
community playgrounds. The money would be used
to maintain and improve buildings, fields,
courts, and playground equipment. The proposal
is controversial, and many citizens have strong
opinions about the idea. - You decide to write an editorial for the local
newspaper expressing your opinion about whether
to charge a 2 fee for each person to enter and
use parks and community playgrounds. - WRITING TASK
- Write an editorial for the local newspaper
expressing your opinion about whether to charge a
2 fee for each person to enter and use parks and
community playgrounds. Be sure to include
reasons, facts, examples, and/or other evidence
to support your position.
27Prewriting is the Key!
- The key to writing a persuasive/argument essay
that is well focused, well organized, and well
explained is to set aside time to prewrite and to
utilize the space provided for prewriting. - Unfortunately, many students do not take time to
properly prewrite. - Students who just jump right in and start writing
their essay cant possible have planned out their
essays. - On the NJ ASK, you will be given a whole page of
prewriting space. This is your space to use and
plan. It is not graded however, using the space
wisely will lead to writing a strong essay.
28Persuasive Essay Prewriting Plan
- Read the Directions For Writing and figure out
what MODE (format- for example, a letter) you
should be writing in. Then decide on a position-
you should choose whichever will be easier to
write about, even if you do not necessarily agree
with it. - Complete a T-chart. (Think about both sides of
the issue. But you will only write about one
side of the issue in your essay.) - Complete a TAP Chart
- My Writing Task I need to write a (task) to
(audience) which will state (purpose). - TType of writing needed? (essay letter
speech) - AAudience
- PPurpose (Why are you writing the essay? State
the pro for and con against sides of the
issue.) - Example I need to write a letter to my
principal which will state whether or not I
support the practice of randomly spot-checking
backpacks and lockers. - Write your introduction.
- Write three body paragraphs.
- Write your conclusion.
-
29 Practice Persuasive Essay
Topic Recently, a student in your school was
suspended for carrying a knife in his backpack.
The knife was discovered when he left the back
pocket open during class and a teacher saw it
sticking out of the bag. As a result of the
event, your schools administration is
considering doing spot checks of backpacks and
lockers periodically. They believe that these
spot checks will ensure school safety. Write a
letter to your principal explaining why you do or
do not support the practice of randomly
spot-checking backpacks and lockers. Give clear
reasons for your support or criticism of this
possible school policy. Make sure to develop
each of your reasons fully and completely. You
have 45 minutes to complete this essay.
30BUILDING YOUR ESSAY
31Brainstorm ideas and examples for your essay
32PROS- for random spot- checking
CONS- against random spot- checking
- can find dangerous objects
- will make everyone in the school feel safer
- will help administration and teachers to have
better control of the school
33NOW, CHOOSE THE STRONGER SIDE OF THE Argument
BASED ON THE PROS AND CONS THAT YOU GENERATED.
THEN, CHOOSE THE THREE BEST REASONS. EACH REASON
WILL BE A BODY PARAGRAPH FOR YOUR ESSAY.
NOW, YOU ARE READY TO PLAN YOUR ESSAY
34PLANNING AND ORGANIZING YOUR ESSAY
35CONCLUSION
1. Rephrase thesis
2. Review three reasons
Reason 1
Reason 2
Reason 3
(best one)
(okay one)
(weakest one)
Topic sentence Supporting details/examples
Topic sentence Supporting details/examples
Topic sentence Supporting details/examples
3 BODY PARAGRAPHS
INTRODUCTION
Give background (paraphrase the writing prompt)
State the issue State your thesis. (Optional
preview three main examples)
36HERE IS A SAMPLE PLANNING HOUSE BASED ON RANDOM
SPOT-CHECKING OF BACKPACKS AND LOCKERS
37CONCLUSION
2. Review three body paragraphs
- Random checking of backpacks is an invasion of
privacy -
Best Example
Okay Example
Weakest Example
Invasion of privacy
Will cause profiling
Does not give students the benefit of the doubt
3 BODY PARAGRAPHS
1. Give background Present problems regarding
the policy on random spot- checking backpacks. 2.
State the issue Requiring students to have their
back packs randomly searched. 3. State your
thesis North Bergen should not require all of
its students to have their backpacks searched
randomly. 3. Preview invasion of privacy
causes profiling no benefit of the doubt.
38Writing Your Introduction
39GIVE BACKGROUND INFORMATION
- Would you please open up your purse and show me
everything thats inside it? Id like to see if
theres anything in there that might make me
suspect that you are a criminal. How did it make
you feel to be asked that question?
40STATE THE ISSUE
-
- You can definitely imagine how it makes me feel
knowing that I could come to school every day and
have my personal things rifled through by someone
I really dont know. This would be the case if
the new school policy allowing random spot-checks
of backpacks and lockers is instituted in our
school.
41THESIS STATEMENTS
Your Thesis states the main point of your paper.
It lets the reader know what point you are trying
to make.
Sample Thesis Statements
Random spot-checking of backpacks and lockers in
the North Bergen School District is a good idea.
The North Bergen School District should not allow
random spot-checking of backpacks and lockers.
42PREVIEWING YOUR THREE MAIN POINTS
2. Will cause profiling
3. No benefit of the doubt
1. Invasion of privacy
Reasons
The random spot-checking of backpacks and
lockers is an invasion of privacy, will cause
profiling, and does not give the student the
benefit of the doubt. (In one sentence)
The random spot-checking of backpacks and
lockers is an invasion of privacy. In addition,
the policy will also cause profiling in the
school. Lastly, the policy does not give the
student the benefit of the doubt. (In three,
separate sentences)
43INTRODUCTORY PARAGRAPH MODEL
- Dear Principal,
- Would you please open up your purse and show
me everything thats inside it? Id like to see
if theres anything in there that might make me
suspect that you are a criminal. How did it make
you feel to be asked that question? You can
definitely imagine how it makes me feel knowing
that I could come to school every day and have my
personal things rifled through by someone I
really dont know. This would be the case if the
new school policy allowing random spot-checks of
backpacks and lockers is instituted in our
school. The North Bergen School District should
not allow random spot-checks of backpacks and
lockers. This proposed policy would be an
invasion of privacy. In addition, the policy
will also cause profiling in the school. Lastly,
the policy does not give the student the benefit
of the doubt.
44BODY PARAGRAPHS
THE ROOMS OF YOUR HOUSE
45START EACH BODY PARAGRAPH WITH A TOPIC SENTENCE
This policy is an invasion of privacy.
(Now, take 4-5 sentences to explain how this
policy is an invasion of privacy)
At home, my parents trust me to finish my
homework, remember my lunch, and do a lot of
other things that dont require their constant
supervision. I follow their rules because I
respect them as my parents. In the same way, I
follow your rules because I respect you as my
principal. If you do a good job, then you
shouldnt have to worry about me breaking the
rules.
46NOW, PUT YOUR TOPIC SENTENCE AND YOUR 4-5
SENTENCES OF EXPLANATION TOGETHER AND YOU HAVE
A..
BODY PARAGRAPH!
This policy is an invasion of privacy. At home,
my parents trust me to finish my homework,
remember my lunch, and do a lot of other things
that dont require their constant supervision. I
follow their rules because I respect them as my
parents. In the same way, I follow your rules
because I respect you as my principal. If you do
a good job, then you shouldnt have to worry
about me breaking the rules.
.
47WRITING YOUR CONCLUSION
PUTTING ON THE ROOF!
48WRITING YOUR CONCLUSION
STEP ONE REPHRASE YOUR THESIS
The North Bergen School District should not allow
random spot-checks of backpacks and lockers.
becomes.
Allowing random spot-checking of backpacks and
lockers in the North Bergen School District would
be a very bad policy.
49STEP TWO REVIEW YOUR 3 MAIN POINTS
The random spot-checking of backpacks and
lockers is an invasion of privacy. In addition,
the policy will also cause profiling in the
school. Lastly, the policy does not give the
student the benefit of the doubt.
Rephrase into new sentences
Random spot-checking of backpacks and lockers
will be an invasion of our students privacy,
cause profiling, and take away the trust that
exists in our school system.
50STEP THREE ADD A THEME/MESSAGE AND CLOSING
REMARK
- Allowing random spot-checking of backpacks and
lockers in the North Bergen School District would
be a very bad policy. Random spot-checking of
backpacks and lockers will be an invasion of our
students privacy, cause profiling, and take away
the trust that exists in our school system. As a
final reflection, I will offer you this thought.
Teachers are always telling us not to judge a
book by its cover. If you allow this policy to
be in effect, this will be the very practice that
you promote. Thank you for taking the time to
read my letter, and I hope that you will
definitely consider my point of view. - Sincerely,
- John Q. Student
51The Entire Persuasive EssayIntroduction
- Dear Principal,
- Would you please open up your purse and show me
everything thats inside it? Id like to see if
theres anything in there that might make me
suspect that you are a criminal. How did it make
you feel to be asked that question? (This hook is
a successful compositional risk. It grabs the
readers attention and draws the reader into the
argument). You can definitely imagine how it
makes me feel knowing that I could come to school
every day and have my personal things rifled
through by someone I really dont know. This
would be the case if the new school policy
allowing random spot-checks of backpacks and
lockers is instituted in our school. The North
Bergen School District should not allow random
spot-checks of backpacks and lockers. (Thesis
statement) This proposed policy would be an
invasion of privacy. In addition, the policy
will also cause profiling in the school. Lastly,
the policy does not give the student the benefit
of the doubt. -
-
52Body Paragraphs
- This policy is an invasion of privacy. At home,
my parents trust me to finish my homework,
remember my lunch, and do a lot of other things
that dont require their constant supervision. I
follow their rules because I respect them as my
parents. In the same way, (transition word) I
follow your rules because I respect you as my
principal. If you do a good job, then you
shouldnt have to worry about me breaking the
rules. - Another reason why I strongly disagree wit this
policy is that it will cause profiling. Even in
the subways of New York City, people say that
they feel profiling exists during bag checks. If
the police do it, then so can you. Lets suppose
that I have a friend who has a decal for the band
The Killers on his backpack. Will you assume
when you see that decal that my friend is a
violent person? Will the kids with tie-dyed
backpacks be considered hippies? Will you
suspect that they do drugs? (Offering
hypothetical situations is an effective
persuasive strategy to convince the reader) Just
because a student might look a certain way or
dress a certain way doesnt mean that the student
behaves like that stereotype. - Thirdly, this policy does not give the students
the benefit of the doubt. If we are supposed to
feel safe in schools, doesnt safety start with
trust? If I carry a water gun in my backpack, it
may be for a skit Im doing for drama class. If
I have a picture of marijuana in my locker, it
might be for a project Im doing for science
class. That can of spray paint you see in the
side pocket of my backpack is going to get used
after school when we make signs for the car wash.
Could I really get suspended for being a good
student and a model school citizen? (The writer
uses rhetorical questions throughout the essay to
reveal his stance) Its possible if these spot
checks are permitted.
53Conclusion
- Allowing random spot-checking of backpacks and
lockers in the North Bergen School District would
be a very bad policy. Random spot-checking of
backpacks and lockers will be an invasion of our
students privacy, cause profiling, and take away
the trust that exists in our school system. As a
final reflection, I will offer you this thought.
Teachers are always telling us not to judge a
book by its cover. If you allow this policy to
be in effect, this will be the very practice that
you promote. Thank you for taking the time to
read my letter, and I hope that you will
definitely consider my point of view. (Your
closure need not be long, but make sure that it
is evident. Only essays with both opening and
closure will score a 6 on the rubric.) - Sincerely,
- John Q. Student
54Writing Part 2 The Informative/Explanatory
Writing Task
55Informative/Explanatory Prompt Essay Based on a
Quote
- Task Students will read a quote, adage or
universally accessible topic and respond in an
educated, thought-provoking essay.
56Early to bed, early to rise
Harder, better faster, stronger
To be or not to be
Types of Prompts Quotes- famous
quotations by historians, authors, politicians,
etc. Example Do not be too timid and squeamish
about your actions. All life is an
experiment. Adages- short, memorable
sayings that have great meaning attached.
Example Life is ten percent what happens to you
and ninety percent how you react to it.
Universally Accessible Topic- Food for thought
that is not attached to curriculum or studies,
but rather an idea formed from life experience.
Example Some say that love is the most powerful
emotion. Others think love is simply a reaction.
???Can your imagination reach its full potential
on this picture???
57What is an Informative/Explanatory Essay?
- An explanatory writing prompt asks the writer to
explain his/her ideas to the reader. In other
words, explain what he/she knows. - Informative/explanatory prompts are based on
topics familiar to students and ask them to
describe, discuss, explain, or analyze some
aspect of the topic. Students are able to draw
on their own experience or opinions and what they
know to develop ideas for their writing. - There are two formats for assessing
informative/explanatory writing One format uses
a quotation or adage to introduce a topic. The
second format introduces a topic on a familiar
subject in a brief prompt and asks students to
write a piece about that topic. - How are narrative and speculative writing similar
to informative/explanatory writing?
Narrative/Speculative writing asks you to guess,
or speculate, about what might happen in a story.
Informative/Explanatory writing will ask you to
explain what you think about a topic or
situation.
58How to Respond to aNJ ASK ExplanatoryQuote
Response
- An explanatoryquote prompt means that you will
have to write an essay explaining a quote that
relates to a life topic. - You will need to
- -Write a four paragraph essay that (1) explains
the quote, (2) explains a connection that can be
made to the quote (quote to self quote to
world/society/literature/history/current
events/movies) OR quote to someone you know
personally) and lastly, (3) explains how the
quote can be applied to your life in the near or
distant future. - -Complete the writing process in 30 minutes.
- Responding Guidelines
- -Read the prompt carefully by analyzing the
quote and making a basic, logical sense of its
meaning. - -Plan for the three parts of the essay by
creating a three column chart and listing bullet
notes pertaining to the purpose for each
paragraph (see bolded numbers 1-3 above). - -Write a four paragraph essay. All paragraphs
need topic and closing sentences with sufficient
elaboration in between, such as facts, examples,
and/or anecdotes. - -Read through your essay to revise and edit.
59TIPS FOR AN INFORMATIVE/ EXPLANATORY ESSAY
- Aim for a 5-paragraph response which uses various
cohesive devices (think- transitions!). - Remember that this is all expository
(explanatory) not narrative (telling a story). - You will need an opening and a closing a
well-developed, cohesive, single focus
organization and logical progression. - You will also need at least two well-developed
examples, using vivid details, that directly
relate to the prompt (try to use examples from
the world, society, literature, history, science,
current events, and movies).
60SAMPLE INFORMATIVE/EXPLANATORY QUOTE WRITING
PROMPT (GRADES 6-8)
- Anne Frank once said, How wonderful it is that
nobody need wait a single moment before starting
to improve the world. - Think about what Anne Frank is saying regarding
how people can improve the world around them. - Write an essay about how people can improve the
world around them. Use your knowledge and your
own experience or observation to develop your
essay. Use details, reasons, and examples in
your explanation.
61TRANSITIONS (Linking Words)
- Last
- Most importantly
- Nevertheless
- Next
- Now
- of course
- On one hand
- On the other hand
- Or
- Otherwise
- Second
- Similarly
- Specifically
- Still
- Surely
- Then
- Therefore
- Third
- Above all
- Again
- Also
- As a result
- As an illustration
- At other times
- Besides this
- Certainly
- Consequently
- Equally important
- Finally
- First
- For example
- For instance
- For this reason
- Furthermore
- Generally
- However
- In addition
62Introduction
- Grab the readers attention
- Integrate the quote, adage or topic
- Find background information to introduce the
topic - Thesis statement or main idea
63Body Paragraph
- Example(s) from the world, society, literature,
history, science, current events, and movies. - You can actually study for this part, because
themes are UNIVERSAL. - Think about some major novels/stories that you
have read thus far and/or some historical
figures. Figure out what they stand for, what
themes they exemplify, and be ready to work that
into whatever prompt presents itself.
64Body Paragraph
- Example(s) from your own experience or
observation. - You will write this as an explanation, not a
narration. - Do not be tempted to relive the story speak
about it with an academic voice.
65Conclusion
- Generate final remarks without introducing brand
new examples - Unify and Summarize your ideas
- Remind the audience of your main point/thesis
- Use a satisfactory close/clincher (could tie back
into intro.)
66Writing Good Closings(Dos, Donts, and How To
Be Interesting)
- A closing should
- Use closing words
- Restate your opinion, purpose, position or topic
- Briefly restate your supporting information
- Be as interesting as possible
- Do not say
- Thank you for reading my essay
- This essay was about
- I hope you enjoyed my essay
- I hope you learned something
- I told you
- This is my opinion. What do you think?
67- Closing words
- As you can see
- To sum it up
- There is no doubt that
- In conclusion
- From my point of view
- Be interesting with
- Quotations
- Recommendations or solutions
- An opinion or reaction (for non-persuasive
writing) - One more thing
- Do not include new ideas or information in the
closing! That is what the body of your writing
piece is for!
68NJ ASK ExplanatoryQuote Response
- Carefully read the quote below. Write an essay
that explain s what it means and what it means to
you. - Whats joy to one is a nightmare to another.
-Bertolt Brecht
69Planning - Teacher Model
- Carefully read the quote below. Write an essay
that explains what it means and what it means to
you. Whats joy to one is a nightmare to
another. -Bertolt Brecht
Quote Meaning Quote Connection How Quote Applies to my Future
Individuals may like things that others do not Each person is unique I love to watch movies as a hobby, my best friend hates watching anything more than once Use the quote as adviceI could go to an opera show with a friend, even though I hate it, because were friends
70Explanatory Quote Teacher Model
- Bertolt Brecht once said, Whats joy to one is
a nightmare to another. In my opinion, this
quote means that each individual person has his
or her own likes that may not be enjoyable to
someone else. Each person is born and created
with a mind that grows as they grow. As one
grows older, he or she establishes hobbies that
suits and satisfies their preferences, opinions,
and recreational needs. Because everyone enjoys
different things that fit their own personality,
its also safe to say that everyone will not like
the same things. Ive had my own experience that
clearly supports this statement and I could even
see this as a piece of advice that I should take
as I mature and have new experiences.
71- Understanding the meaning of this quote brings
me to make a connection to my own personal life.
Something that I thoroughly enjoy and take great
pleasure in is watching films. I like different
genres, for instance, action, comedy, drama,
thriller, etc. Not only do I love watching
movies and the different types, I collect them on
DVD and will watch them a number of times. To
me, seeing a film just once isnt enough. If it
entertained me the first time I saw it, usually
it entertains me just as much and more if I watch
it again, and again. My best friend cannot stand
to see anything for a second time. To him, he
would much rather spend his time reading articles
on the internet because that is one of his
hobbies. He thinks that it is senseless and a
waste of time to sit through any program or movie
more than once. Even though we are good friends,
this is an area that we dont see eye to eye on.
Through this experience, it clearly demonstrates
the true meaning of the quote, which is that one
persons pleasure, may certainly be anothers
pain.
72- Furthermore, this quote is not only something
that I can understand and relate to, but I can
also look at it as if it were a piece of advice
that I can use in the future. If I am ever in a
situation where I feel that Im engaged in
something that I find to be a nightmare, or
painful to sit through, then I can think of this
quote and compromise. Since I know that not
everyone enjoys what I do, there will be times
that I wont enjoy something that another does
but I should understand. For example, if someone
close to me requests that I tag along and be
their guest at an opera show, Ill just have to
take a deep breath and realize that this is
something that is loved by my loved one. In that
case, I should be supportive of it at times
because thats what friends and family are for. - All in all, I think this quote sends the
message that one may not always enjoy what others
do, but if you were to look a little deeper, its
okay to share those things with the people you
care about.
73How to Respond to aNJ ASK ExplanatoryPersonal
Prompt
- An explanatorypersonal prompt means that you
have to write an essay explaining a topic that
connects personally to you. - You will need to
- -Write a four paragraph essay that addresses the
topic and elaborates on each of its parts. - -Complete the writing process in 30 minutes.
- Responding Guidelines
- -Read the prompt carefully and break it into
parts. Circle, underline, or number each part
that you would have to address in your essay. - -Plan for the parts of the prompt by using
specific information/details for each. - -Write a four paragraph essay. Each paragraph
should represent one part and should be logically
organized. All paragraphs need topic and
closing sentences with sufficient elaboration in
between, such as facts, examples, and/or
anecdotes. - -Read through your essay to revise and edit.
74Outline for an Informative/ Explanatory Essay
based on a topic
- Introductory Paragraph
- Open with a creative idea to get your reader
interested. - Briefly state what you believe to be the story.
- State details to support your ideas.
- Second Paragraph
- Who are the people and what are they doing?
- When and where is the action taking place? Under
what conditions? - What is the problem?
- Third Paragraph
- Why does the situation exist?
- How might the story continue after the instance
captured in the scenario? - Conclusion
- Restate what you believe to be the story.
- Summarize the prompt details that prove your
ideas. - Close with a creative statement.
75Informative/Explanatory Prompt Essay Based on a
TOPIC
- Directions It often seems that children are
much better at ignoring their parents than they
are at paying close attention to them. Think of
a situation you have been in where this was true.
Then, tell the full story in your composition.
Keep the following in mind - Establish a clear sense of the place where the
incident happened. - Write in detail about the people involved (in
this case at least one parent and one child). - Explain why the child was happier ignoring,
rather than paying attention to, his or her
parent(s). - Describe how the parent(s) handled the situation.
- Defend the parent(s) and/or the child.
-
76Introductory Paragraph
- What child has not, at one time or another,
eaten something when his parents tell him not to?
(Hook the reader with a rhetorical question.)
It is human nature to do what is forbidden,
especially in children. In this case, a son
confesses to his father that he has eaten his
fathers chocolate cake, something that he was
forbidden to do, but chose to ignore.
77Second Paragraph
- After they have done something wrong, children
often feel remorseful. As a result, they go to
tell their parents about their misconduct right
away. In this case, a son goes to tell his
father that he has eaten his fathers piece of
chocolate cake. (This sentence establishes both
who the characters are and what the problem is.)
Knowing how much his father loves chocolate cake,
the boy is scared. However, he is close enough
to his father to feel safe telling him the truth.
It is the fathers birthday party, so he is
already in a good mood and will likely be able to
get another piece of cake!
78Third Paragraph
- Following the sons confession, the father
would most likely clean up his son and order
himself another slice of chocolate cake. (This
addresses the question of how the conflict might
be solved.) Most likely, the boy will not be
punished because of the sincerity and honesty he
shows is father. While the father is waiting for
his cake to come, he might even play with his
son. At first, the fathers expression is stern,
but there is also a half smile at the side of his
mouth that shows that he can have a sense of
humor.
79Conclusion
- There is a unique relationship between a father
and a son. It is a good relationship, and both
of them value honesty. Evidently, a good
relationship can be a piece of cake. (Creative
closure and an effective compositional risk.)
80Writing Part 3 The Narrative Task
81NARRATIVE ESSAY TASK
- Narrative writing is when you speculate/tell a
story. The story you write on the NJ ASK may be
true or fictional. - The narrative prompt presents a brief scenario
which students use as a springboard for writing a
story, drawing on literature they have read as
well as their own experiences and imagination to
develop ideas. - Student will have 30 minutes to write their
narrative story. - As students plan for their writing, they should
describe a clear setting, develop characters with
vivid personality traits, and unfold a plot that
includes a story problem, rising action, climax,
and concludes with a solution.
82CREATE A STORY MAP
What is the story?
Who/what is the main character?
Where is the action happening?
What is the main action?
Details about the place
What does the action show?
Details about the main character
Hypothesis/ Questions About the main Character
Hypothesis about the place
Hypothesis about the action
83TIPS FOR THE NARRATIVE PROMPT
1. Speculate means to guess. Use your
imagination and experiences to tell a story or
describe what is happening.
2. Organize essay into a three-part story a
beginning, middle and end or a before, during and
after. Write a lot!
3. Write about mood, people, objects, events,
messages revealed using precise words.
4. Try to relate the prompt to any story,
novel, television show, or movie you have seen.
5. Revise and edit your story using the
Writers Checklist.
6. Use dialogue within your story and end with a
theme!
84SEVEN GOLDEN RULES FOR A SUCCESSFUL NARRATIVE
PROMPT
- 1. You need to tell a STORY--with a
beginning, middle, and end. Dont just describe.
The directions are really asking for a story! - 2. Dont worry about telling the CORRECT
story. There is no correct storyand there is
always more than one story buried in the prompt.
You will not be wrong as long as your story is
reasonable and connected to the prompt. - Use details that help the reader see the
characters and their actions. Try to create
suspense in your story. - Tell the events of the story in a clear sequence.
The events should be arranged in time order - To keep things interesting, add a plot
complicationsomething else that has to be solved
or overcome. After all, no action-adventure
movie worth its summer success has only one plot
complication. - Dialogue shows what the characters are thinking
and doing. - The story shouldnt just stop. Give the reader a
chance to see how the characters think and feel
after the main action is complete. A clear
ending helps by showing the significance of the
event. Think of it as the theme or point of the
story.
85COMPOSITIONAL RISKS(Use these techniques to
raise your score!)
- Showing not telling
- The many uses of said (i.e. yelled,
whispered) - The use of imagerywords and phrases that
appeal to the senses. - Simile, metaphor, and personification usage to
create comparison. - The use of common, favorite, or famous quotes
related to the topic. - The extended metaphor approach.
- The use of dialogue in moderation.
- The use of sentence variety.
- The inclusion of personal anecdotes or examples
related to the topic. - The use of extensive vocabulary. (Add 2/3 big
words) - The use of appropriate humor and/or irony.
86NJ ASKNarrative Prompt
A word prompt will sound something like this You
are walking home from school and notice there is
a paper bag on the sidewalk. When you look into
the bag you discover a large sum of money. You
walk home daydreaming about the new video game
system you will buy for yourself. At home you
further inspect the bag and discover a bank
deposit slip with the name Mrs. Sara Horton.
Write a story about what happens next, including
a problem and a solution.
Beginning Middle End
walking home from school main character (me) is thinking about a bad grade on a math test main character stumbles upon a bag with money in it daydreaming about internal conflictme vs. the guilt of possibly keeping the money to buy a Wii for myself me, sitting on my bed debating what to do the next morning, the main character is home and Googles the name of the owner of the missing property returns the bag of money without taking a reward
87Strong Beginnings for a Narrative Essay
- 1. State your belief or opinion
- A cozy cup of hot chocolate is the best treat on
a cold rainy day. - There is no doubt in my mind that middle school
students should have recess. - 2. Use a single word followed by a brief
explanation - Chocolate. The perfect companion to a cold rainy
day, the cure for a broken heart, the taste of
paradise. - Ireland. It was always a dream of mine to visit
the country of my ancestors, but when my dream
came true, the reality was better than anything I
had imagined. - 3. Provide an interesting fact
- The word chocolate comes from the Aztec word,
xocolatl, which means bitter water. - Twenty-five chips in every cookie. Impossible?
Not if its one of my homemade chocolate chip
cookies, the best cookie there is. - 4. Capture a moment in time
- Our car perched at the top of the rickety roller
coaster for a moment before it plunged down the
incline, everyone on board screaming in delight.
88- 5. Describe a sound (onomatopoeia) and tell
where it came from. - Crunch! Pop! Snap! Something large and heavy
was moving through the woods. - Screech! Crash! Kaboom! Car accidents can
happen anywhere, usually without warning, which
is why its so crucial to wear a seatbelt anytime
you ride in a car - 6. Ask a question
- What would it be like to have a pet?
- Does the city of Chicago have interesting
landmarks? Anyone who goes to Chicago should
definitely visit Sears Tower, the Navy Pier and
Millennium Park. - 7. Use a quotation and state why it applies
- An old saying states, A dog is mans best
friend. Dogs teach responsibility, caring and
loyalty, which is why I want a furry best friend
of my own. - 8. Provide a vivid, detailed description
- Slightly crispy outside, thick and chewy inside,
overflowing with gooey semi-sweet chocolate
chips. Can you taste it? Its one of my homemade
chocolate chip cookies, the best cookie there is.
899. Tell a related incident or anecdote We sat
around the dinner table crying. We werent sad,
rather laughing over a joke my brother told. The
joke had made no sense, which is why we laughed
so hard, and that describes my family we find
something to laugh about with each other every
day. 10. Mystery Statement There is a door in my
house that leads to a dangerous place. It is a
door which must be opened with care, a door which
all should think twice about opening, for this
door can lead to great peril. 11.
Dialogue Mom, can I go over to Erins house? I
ask my mom nearly every day after school after I
get off the bus. Nearly every day shell reply,
Is your homework done yet Morgan? No, I
sigh. Then you know the answer, mom continues.
Your homework has to get done first. 12.
Humorous statement There is a door in my house
that leads to a dangerous place. It is a door
which must be opened with care, a door which all
should think twice about opening, for this door
can lead to great peril. This door is the door
tomy bedroom closet. What lurks in the back of
my closet? Well, Im not really sure, since I
havent been able to get there in years.
90Writing a Great Beginning
- The beginning of your story should be
interesting, so that the reader will want to keep
reading. Here are some ideas. Make sure the
beginning is appropriate for the story. - 1. Make a creepy statement An eerie chill
filled the room, drifting like a silent ghost. - 2. Describe the location of your subject Out
behind the shed was an old rusty, wrecked Ford
truck. - 3. Describe what someone was doing Mrs.
Johnson was shouting at me! - 4. Begin with a question When did you first
notice he was missing, Mrs. Green? - 5. Take readers back into the past When I was
a little girl, I loved to visit Grandpa. - 6. Use foreshadowing If James had only known
what he was getting into. - 7. Begin with a sound Clunk. Clunk. Clunk.
- 8. Describe the weather Rain spattered against
the windows. - 9. Begin with a thought I always thought I
would grow up to be a doctor. - 10. Begin with an exclamation Watch out,
Kate! - 11. Describe your setting West Ninth Street
was quiet that day. - 12. Pinpoint a specific time The tragedy
occurred on December 11th at 400 PM. - 13. Begin with a startling statement I had no
intention of losing my little brother - that day it just sort of happened.
- 14. Begin with a tense situation We had been
trying to find our way out of the - jungle for days.
- 15. Begin with a smell The kitchen was filled
with the sweet aroma of chocolate
91Story Map for the Narrative Prompt
- What is the story?
- Who is the main character? Myself (the
narrator). - Details about the main character Upset because
of bad grades I school. - Hypothesis/questions about the main character
How is she going to get her Wii? - Where is the action happening? Walking home from
school. - Details about the place Finds a bag with money
in it. - Hypothesis about the place How did the money get
there? - Main action? Me, sitting on my bed debating what
to do. - What does the action show? Internal conflictme
vs. the guilt of possibly keeping the money to
buy a Wii for myself. - Hypothesis about the action Decides it is
better to return the bag of money.
92Narrative Model
- As I walked home from school, I kept thinking
about the awful grade on my math test. Im so
stupid! I mumbled to myself, angrily kicking at
a rock. I was upset, because I knew my parents
would never buy me that new Wii with this kind of
grades. Just then, I tripped over something on
the sidewalk. Great, just what I needed, I
mumbled, noticing the rip in my jeans. Irritated,
I looked down and saw a paper bag. Hesitantly, I
picked it up. It was heavy! Curious, I opened the
bag just a little, afraid that something gross
would pop out. When nothing did, I opened the bag
a little further. Oh, my god! I shouted, my
eyes nearly popping out of my head. Inside the
bag was what looked like thousands of dollars. I
looked around, trying to see whether anyone might
have dropped it. When I realized the street was
deserted, I ran home, clutching the bag tightly
and running as fast as my legs would take me.
Finally reaching my house, I sprinted up the
steps and through the door. Ignoring my mothers
curious glance, I continued up the staircase and
into my room. Panting, I slammed the door behind
me and ran to the bed. I turned the bag over,
watching the money tumble onto my sky blue
comforter. Just as I was about to start counting,
a slip of white paper caught my eye. What could
that be? I muttered. I picked it up, and notice
the words Deposit Slip written across the top.
Underneath, in messy handwriting, was scrawled
the name Mrs. Sara Horton.
93- Oh no.this cant be! I whispered to myself.
Remembering my class trip to the bank in second
grade, I knew that a deposit slip meant someone
was handing money into the bank to go into their
account. Immediately, I could feel my dreams of
owning that new Wii going down the drain.
Somewhere, Mrs. Sara Horton must have been
frantically looking for this bag, wondering where
her money was. I felt guilty, picturing an
elderly woman roaming around, confused and
distraught. The longer I sat, however, the more
that image began to be replaced by the thought of
myself planted in front of the television with my
new Wii. I realized suddenly that nobody knew I
had the money, and nobody could ever find out
that I had found it. I could just keep the money
for myself, and nobody would be the wiser. The
thought excited me, but the guilt kept creeping
back in. All that evening, I went over and over
the problem in my mind. What should I do? I
decided to sleep on it. - The next morning, I bounded down the stairs,
relieved to have finally made up my mind. Mom,
can I borrow your laptop? I shouted.
94- Of course, honey. Just put it back when you
are done, she replied. - I immediately typed the words Sara Horton into
Google. Up came her address. It turned out she
lived just a block away! After letting my mom
know I was heading out, I hopped on my bike, the
bag tucked under my arm. I rang the doorbell, and
a young woman answered the door with a small
child gripping onto her leg. When I asked for
Sara Horton, she answered, Thats me!
Surprised, I handed her the bag, explaining how I
came to find it. - Oh, I am so grateful you returned it! What an
honorable thing to do! That was our rent money
for the month, and we were going to lose our home
without it. Thank you so much. Here, let me give
you some money as a reward, she said. - Ohno thank you, I replied, realizing that
she needed the money much more than I did. I
walked away, shaking my head at my video game
fantasy. As I headed for home, I felt a lightness
in my heart that wasnt there before. Knowing I
made the right decision, I smiled, whistling a
happy tune and looking downward for my next piece
of good fortune.
95Writing Part 4 Argument Writing
96Argumentation
- The writing tasks for argument ask the student to
support or oppose a claim or position on a given
issue arising from interpersonal,
school/community, or social contexts. - Used for many purposes
- -To change the readers point of view.
- -To bring about some action on the readers
part. - -To ask the reader to accept the writers
explanation or evaluation of a concept, issue or
problem. - An argument is a reasoned, logical way of
demonstrating that the writers position, belief,
or conclusion is. -
-
97SAMPLE ARGUMENT WRITING PROMPT GRADES 6-8
- WRITING SITUATION
- Education researchers claim that student
learning will improve if all printed textbooks
are replaced with electronic textbooks, known as
e-textbooks. Based on the researchers findings,
students in your school will be issued an
e-textbook reader, which is a device that
displays electronic books. - WRITING TASK
- Write an essay either supporting or opposing the
claim that student learning will improve if all
student textbooks are replaced with electronic
reading books. Use your knowledge and your own
experience or observation to develop your essay.
Use reasons, facts, examples and/or other
evidence to support your position.
98General Characteristics Argument Writing
- Thesis states a narrowed and defined argument
- Is text- and research-based
- Evidence to support reasoning and position is
clearly and accurately written - Refutes opposing arguments
- Has a conclusion
- Restates premise and summarizes
99Argument vs. Persuasion
- When writing to persuade, writers employ a
variety of persuasive strategies - -Appeals to the credibility, character, or
authority of the writer (or speaker)when writers
establish that they are knowledgeable and
trustworthy, audiences are more likely to believe
what they say. - -Appeals to the audiences self-interest, sense
of identity, or emotions, any of which can sway
an audience. - -Persuasive writing never acknowledges that
there is another side to the argument.
100Argument vs. Persuasion
- A logical argument, on the other hand, convinces
the audience because of perceived merit and
reasonableness of the claims and proofs offered
rather than either the emotions the writing
evokes in the audience or the character or
credentials of the writer. - The standards place special emphasis on writing
logical arguments as a particularly important
form of college- and career-ready writing. - In summation, persuasive writing is not as
rigorous because it allows students to write
solely based on their experiences and emotions,
without having to gather evidence and facts or
consider the other side. -
-
101The Argument Essay Checklist (v)
- RememberThe argument essay, while similar to
the - persuasive essay, also has a few differences
most importantly, the argumentative essay uses
evidence to both show ones own position and to
refute the opposing argument. One way to organize
this kind of essay is what we call the claim and
counter-claim format. You should try to write at
least five paragraphs for the argument essay - v Start by introducing the topic and state
or explain your position. - v Then use one paragraph to state each of
your points (supporting reasons), following your
statement with the evidence (facts/examples)
that proves or supports your points. You should
try to have a minimum of 3 supporting
reasons/paragraphs. - v Then follow your supporting reasons with
at least one paragraph with an opposing view
(opposing claim) and evidence that supports the
objection. In this paragraph, you should also
rebut your counter claim(s) (counter point) and
its/their evidence (response to opposing claim). - v Conclusion restate your claim or
position include a summary of - supporting points, and an assessment of
rebuttals.
102Argument Map
- Introduce your claim (Be sure to state the
topic) - Supporting reason 1 Evidence (facts or examples)
to support reason 1. - Supporting reason 2 Evidence (facts or examples)
to support reason 2. - Supporting reason 3 Evidence (facts or examples)
to support reason 3. - Opposing claim Response to opposing claim
- Conclusion
103Argument Essay
104Remember..
- The argument essay, while similar to the
persuasive essay, also