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eMBeDDeD aSSeSSMeNT 1
Writing an analysis of a Humorous Text embedded assessmeNT 1
Assignment
Write an essay that explains how an author creates humor for effect and uses it to communicate a universal truth.
Planning and Prewriting: Take time to make a plan for your essay.
• What reading strategies (such as marking or diffusing the text) will help you take notes on the author’s use of humor as you read the text?
• How can you correctly identify the level of comedy, elements of humor, and intended comedic effect on the reader?
• What prewriting strategies (such as outlining or graphic organizers) could help you explore, focus, and organize your ideas?
Drafting: Write a multiparagraph essay that effectively organizes your ideas.
• What elements of an effective introductory paragraph will you use in your writing?
• Howwillyoudevelopsupportparagraphswithwell-chosenexamples(evidence) and thoughtful analysis (commentary) about at least two elements of humor?
• How will you use transitions to create cohesion?
• Howwillyourconclusionsupportyourideas,identifyandanalyzethelevel(s)of comedy, and evaluate the author’s effectiveness at communicating a universal truth?
Evaluating and Revising the Draft: Create opportunities to review and revise your work.
• During the process of writing, when can you pause to share and respond with others in order to elicit suggestions and ideas for revision?
• How can the Scoring Guide help you evaluate how well your draft meets the requirements of the assignment?
• How can you use a precise vocabulary of humor to enhance your critical analysis?
Checking and Editing for Publication: Confirm your final draft is ready for publication.
• How will you proofread and edit your draft to demonstrate command of the conventions of standard English capitalization, punctuation, spelling, grammar, and usage?
• Did you effectively use verbals?
• Did you establish and maintain a formal style?
Reflection
After completing this Embedded Assessment, think about how you went about accomplishing this task, and respond to the following:
• Howhasyourunderstandingofhowhumoriscreateddevelopedduringthisunit?
• Do you think your sense of humor will change as you mature? Explain.
my Notes
Consider using an approved social media channel such as Edmodo or Wikispaces to collaboratively discuss your text online before drafting your essay.
PLaN
Technology TIP:
cOMMON cOre STaTe STaNDarDS
Focus Standards:
M 9781457304644_TCB_LA_SE_L8_U4.indd 315
W.8.2a: Introduce a topic clearly, previewing
what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.8.2b: Develop the topic with relevant, well- chosen facts, definitions, concrete details, quotations, or other information and examples.
Unit 4 • The Challenge of Comedy 315
W.8.2c: Use appropriate and varied transitions
to create cohesion and clarify the relationships among ideas and concepts. 15/04/15 1:48 AM
W.8.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.8.2e: Establish and maintain a formal style.
W.8.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
Suggested Pacing: 3 50-minute class periods
1 Make copies of a humorous short story or essay for your students to analyze on their own. Be mindful
of challenges of language in older stories, such as those by O. Henry or Mark Twain. This is an opportunity for you to differentiate instruction.
2 Planning and Prewriting: Review the assignment prompt to be sure students understand all the criteria. Distribute copies of the story you have chosen. Tell students that they are to work on their own to write an analysis like the one they revised in Activity 4.11.
3 Give students time to read the story. You may wish to have them read it for homework or allow class time. Remind students to refer to all their work and notes from this unit and apply those concepts in this essay.
4 Drafting: You may want to provide a revised version of the student sample as a model for the drafting of the essay. Remind students to check for organization and sentence variety.
5 Evaluating and Revising the Draft: You may want to arrange to have students meet in their writing groups to share and respond to each other’s drafts.
6 Checking and Editing for Publication: This is where students could use a checklist to be sure they have incorporated new learning about grammar and usage into
their essays. Checklist items might include:
• Mood and voice
• The use of verbals
• Dangling and misplaced modifiers • Pronoun agreement
Unit 4 • The Challenge of Comedy 315
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.