Page 114 - ELD_NT_MiddleSchool_Sampler

aCTiviTy 3.7 continued
DaYTWO
Embedded assessment Step 5: Editing and revising/Practicing
1 WarmUp:Remindstudentsofthe definition of comic syntax and discuss some of the techniques for applying it to dialogue writing.
2 Remind students that they worked on a dialogue. Ask: Did you use description, juxtaposition, and repetition for effect?
DIFFErEnTIaTE Interactingin Meaningful Ways: Presenting
3 Collaborate: Introduce the Quick Conversation activity on page 183 and have students follow along as you read the directions. Have students refer to their completed charts as they engage in conversation with their partners.
4 Encourage students to use the phrases in the speech bubbles when framing their conversation and to take notes during their discussion.
5 As students work, walk around the classroom checking for understanding and answering any questions that may arise.
6 When students have had enough time to discuss their charts tell them that now they will plan a presentation of the scene. Have students follow along as you read aloud the directions on page 183. Have students work in pairs to plan their scenes.
assess
Use the following rubric to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Presenting.
Emerging: With structured support, are students able to plan a presentation of the dialogue that responds adequately to the prompt?
Expanding: With little support, are students able to plan a presentation of the dialogue that responds adequately to the prompt?
TCB_SE_G8_U4_EA.indd 181
Bridging: With little to no support, are students able to plan a presentation of the dialogue that responds adequately to the prompt?
adapt
If students need additional help understanding how to plan a scene, set aside time to provide personal one-on-one writing conferencing time to address any needs that arise on an individual basis.
4/21/15 6:53 PM
Creating and Presenting a Comic Dialogue Creative Writing and Dramatic Performance
EMbEDDED
ACtIVItY 1.3
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You are working on lines 282 through 306 of Act 3, Scene 2. As you look back at this scene on pages 172–173, jot down your ideas for changes to each line on the script organizer below. Work line by line so your version follows Shakespeare’s closely. Feel free to say your lines aloud to practice how they’ll sound in your presentation.
My Notes
Hermia:
Helena: 285
Hermia: 290
295
Helena: 300
305 Hermia:
Unit 4 • The Challenge of Comedy • Part 3: Embedded Assessment 181
284 SpringBoard® English Language Development Grade 8
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.