Page 157 - ELA_CA_HighSchool_Sampler_Flipbook

Writing a Reflective Essay EMBEDDED ASSESSMENT 2
ASSIGNMENT
Write and present a reflective essay that illustrates an event in which you or someone you know felt like a “stranger in the village” or were perceived as a stranger by some group.
Planning and Prewriting: Make a plan for writing your essay.
Drafting: Determine how you will include the elements of a reflective essay
that will assure a successful draft.
Evaluating and Revising Your Draft: Review and revise to make your work the best it can be.
Checking and Editing: Confirm that your final draft is ready
for publication and presentation.
Reflection
n What prewriting strategies will you use to explore your memories and capture ideas needed for a reflective essay organized around the concept of “stranger in the village”?
n How can you best use the general structure of event/response/reflection to plan and organize your reflective essay?
n What can you borrow and adapt from literary examples that you’ve read in this unit to help you plan the content and structure of your writing?
n What sorts of tools will you use to record your ideas and structure the essay (for example, a storyboard, an outline, or a graphic organizer)?
n What stylistic devices (voice, diction, figurative language, detail, and the like) will you include to bring the reader into your reflective essay?
n How will you review your draft to ensure that your reflective essay’s structure follows your plan?
n How can you solicit feedback from others, such as peers, that will help you to know what works well and what needs to be added or removed?
n How can you use the Scoring Guide to help guide your revision?
n How will you check for grammatical correctness and technical accuracy?
n What style manual will you consult for format and correct structure?
n How can you do a final read of your essay? (Will you read it out loud? Or will you
have a peer read it to you?)
After completing this Embedded Assessment, think about how you went about accomplishing this assignment, and respond to the following question:
• How did the structure of the reflective essay work for you?
Unit 1 • Perception Is Everything 93
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COMMON CORE STATE STANDARDS
W.11–12.3c: Use a variety of techniques
to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11–12.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
EMBEDDED ASSESSMENT 2
Suggested Pacing: 2 50-minute class periods
If you choose to modify this Embedded Assessment by changing the assignment for some or all of your students, be sure that you have properly scaffolded the necessary skills and knowledge.
1 Assignment: With the class, review the assignment and Scoring Guide criteria to ensure they understand the expectations for this assessment.
2 Planning and Prewriting: Students should have preliminary drafts of their reflective essays. Allow time for students to review the Planning and Prewriting questions to flesh out any additional memories or ideas or to explore ideas for restructuring the organization of their narrative.
3 Drafting: Students may find it useful to write dialogue on sticky notes and experiment with where in the narrative the participants’ actual words would have the most impact.
4 Evaluating and Revising: Remind students to be civil and constructive in their peer reviews. They should provide feedback on the essay without criticizing the writer. Model turning vague feedback (“This part confuses me.”) into specific comments (“It would help me understand the interaction between you and this person if you added dialogue.”)
5 Checking and Editing: Remind students to consult reference materials as needed to ensure that they are using English spelling, grammar, and punctuation
rules accurately.
Reflection Have students respond to the reflection question, and decide whether you will review responses with students’ essays.
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W.11–12.3a: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
W.11–12.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Unit 1 • Perception Is Everything 93
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.