Writing for Assessment


English Language Arts Grade 8 The Writing Process
Students learn and practice strategies for responding to writing tasks during assessment. First they read a poem, then they learn PAST strategy to analyze a prompt about the poem, and they are directed through a shortened writing process to compose an assessment essay. Then they repeat the process independently for a second passage.

This learning experience is designed for device-enabled classrooms. The teacher guides the lesson, and students use embedded resources, social media skills, and critical thinking skills to actively participate. To get access to a free version of the complete lesson, sign up for an exploros account.

1:1 Devices
Teacher Pack

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Here are the teacher pack items for Writing for Assessment:

Preview - Scene 1
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Overview

In this experience, students learn and practice strategies for responding to writing tasks during assessment. First they read a poem, then they learn PAST strategy to analyze the prompt, and they are directed through a shortened writing process to compose an assessment essay. Then they repeat the process independently for a second passage.

At the end of the experience, students will self-evaluate their work based on a rubric. You may review the rubric with them at any point during this experience.

Objectives

  • Read actively to determine the author’s message and supporting details.
  • Analyze a writing prompt to determine the requirements of the task.
  • Apply the steps of the writing process to compose a response that adequately addresses the writing task.

Duration

Two class periods.

Vocabulary Words

“Oh Captain! My Captain!”

  • exulting: showing great happiness
  • trills: a quavering sound
  • tread: walk, footsteps

Little Women

  • contentedly: peacefully
  • fret: worry
  • impertinent: rude
  • plague: disease


Throughout the school year you are asked to “show what you know” by completing an assessment, or test, that asks you to read a passage and respond to what you read. In this experience, you will learn and practice strategies that you can use when you are asked to respond to a writing task on a test. You will analyze a writing prompt to figure out what the question is asking you. Using a shortened version of the writing process, you will then plan and write a response for the writing task, knowing that there is a time limit.

Objectives

  • Read actively to determine the author’s message and supporting details.
  • Analyze a writing prompt to determine the requirements of the task.
  • Apply the steps of the writing process to compose a response that adequately addresses the writing task.


Classroom of students taking an exam

First, take a turn writing a test question. Look at the children’s rhyme:


Little Bo-Peep has lost her sheep,

And can’t tell where to find them;

Leave them alone, and they’ll come home,

Wagging their tails behind them.


Write a test question about “Little Bo Peep.” 

Post your answer

The purpose of this activity is to let students “be in control” of a test question. If the questions they write are simplistic, then you can make a few suggestions and move on. If students post any interesting questions, take time to discuss them with the class.

Some sample questions include:

  • What can you learn about personal responsibility from the example of Little Bo Peep? Cite evidence from the text. Make a connection to something that has happened in your own life.
  • The sheep teach Little Bo Peep a lesson about personal independence. What can you learn from the sheep? Make a connection between the poem and something that has happened in your own life.


When everyone is ready to continue, unlock the next scene.

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The Complete List of Learning Experiences in The Writing Process Unit.
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