Page 113 - ELD_NT_MiddleSchool_Sampler

EMbEDDED AssEssMENt
Creating and Presenting a Comic Dialogue Creative Writing and Dramatic Performance
Instead of “touch of bashfulness,” I would say .
My Notes
What’s another way to say “thief of love”?
Instead of “Ay!” people today might exclaim .
Should I keep the word “puppet” or change itto“ ”.
For a Quickwrite, try rewriting Hermia’s first three lines in modern-day English:
Oh me! you juggler! you canker-blossom!
You thief of love! What, have you come by night And stolen my love’s heart from him?
As you write, keep in mind what Hermia is like and use her dialogue to show it. Then, read what you’ve written to a partner. Ask him or her for ideas and reactions to your word choices and ideas for how you might make the dialogue funnier.
Step 3: Prewriting/Planning
Working with your partner, reread the scene more closely, pointing out words and expressions that you think should be rewritten. Make suggestions to each other about possible replacement words and phrases. Keep in mind that the changes you make should maintain the humor of the dialogue. Also use insults to show the conflict between the two women. As you talk, jot down any ideas you get for your scene.
I think I’ll keep the puns on the words “higher” and “lower” because .
What can I substitute for “i‘faith?”
The phrase sounds more modern than “made compare.”
What is a “painted maypole,” and why is it an insult?
180 SpringBoard® English Language Development Grade 8
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aCTiviTy 3.7 continued
3 Review the dialogue writing prompt on page 179. Have students return to their drafts and review what they wrote using the Writing Checklist on page 182.
DIFFErEnTIaTE Interactingin Meaningful Ways: Writing
4 Collaborate: Form students into pairs. Distribute the Peer Editing Graphic Organizer and have students complete the Peer Editing Routine.
5 As students work, walk around the classroom checking for understanding and answering any questions that may arise. When students are finished, have them continue to practice their scenes keeping the comments from their peers in mind. You may also wish to encourage them to make a list of any props or other items that would be helpful to bring to class for their performances. Students might also work to find pictures or other graphics to use in their presentations. Use this opportunity to informally assess student work using the rubric below.
assess
Use the following rubric to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Interacting via Written English.
Emerging: With structured support, are students able to create a short, simple dialogue that responds adequately to the prompt?
Expanding: With little support, are students able to create a short, somewhat complex dialogue that responds to the prompt?
Bridging: With little to no support, are students able to create a short, complex dialogue that responds to the prompt?
adapt
If students need additional help understanding how to create a scene, set aside time to provide personal on- on-one conferencing time to address any needs that arise on an individual basis.
Unit 4 • The Challenge of Comedy • Part 3: Embedded Assessment 283
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.