Suggested Timeline and Protocol for Teachers Expository – Day 1-2 Day 3-6 Day 7-8 Preview the benchmark with Exercise 3: Brainstorm/ Exercise 6: Peer-review students Students utilize the Distribute test materials (may Students review the prompt and guide to provide also display on projector) their notes feedback to a classmate Explain procedures Students write a thesis Students mark on their Share prerequisites: clearly state their partners rough draft with clear and legible colored pencils/highlighters opinion Students should be checking writing use the formula as a that the prompt requirements cite references use support – are met and for high writing and cite attached FORMULA: Attitude + Subject quality. documents to support + Main Point(s) writing use blue/black ink Teacher should check that each Exercise 7: Self-review and Edit complete on time, in student has an acceptable thesis Students use Informational/ class statement Explanatory Revision Review expectations on the Students brainstorm/list Checklist and Editing Holistic rubric. vocabulary to be used in writing Checklist. Focus ONLY on the (word choice) Students use the holistic Exceeds column. rubric to improve their paper Read and discuss for “Strategies to an score. “exceeds” Success.” Exercise 4: Choose and complete a Exercise 1: Read and analyze the graphic organizer topic, prompt, and about.” Students should use specific “think Exercise 8: Final Draft All students should be able to evidence from the source Students will use included explain what the prompt asks. documents at least 3 per body final draft paper in Students may discuss what type paragraph. BLUE/BLACK ink ONLY of texts and evidence would be Students should document Student writing should be helpful in writing to the sources (see documentation clear and legible prompt. guide). Set a purpose for reading. Student should demonstrate are you looking for in the organization that would translate “What *All work must be done in class. sources?” to a rough draft (order of After the reading, teachers importance, classification, GRADES 9-12* should lead the think about cause/effect, etc.). questions as a class discussion. Exercise 2: Analyze mentor text Sources may be read/analyzed Exercise 5: Rough draft on their whole group, small group, own paper pairs, or individually. Addresses the prompt. Students should take to be Must follow formal business used in class discussion. letter format.
Suggested Timeline and Protocol for Teachers – Expository Day 1-2 Day 3-6 Day 7-8 Preview the benchmark with students Distribute test materials (may also display on projector) Explain procedures Share prerequisites: clear and legible writing cite references – use and cite attached documents to support writing use blue/black ink complete on time, in class Review expectations on the Holistic rubric. Focus ONLY on the Exceeds column. Read and discuss “Strategies for Success.” Exercise 1: Read and analyze the topic, prompt, and “think about.” All students should be able to explain what the prompt asks. Students may discuss what type of texts and evidence would be helpful in writing to the prompt. Set a purpose for reading. “What are you looking for in the sources?” After the reading, teachers should lead the think about questions as a class discussion. Exercise 2: Analyze mentor text Sources may be read/analyzed whole group, small group, pairs, or individually. Students should take to be used in class discussion. Exercise 3: Brainstorm/ Students review the prompt and their notes Students write a thesis clearly state their opinion use the formula as a support FORMULA: Attitude + Subject + Main Point(s) Teacher should check that each student has an acceptable thesis statement Students brainstorm/list vocabulary to be used in writing (word choice) Exercise 4: Choose and complete a graphic organizer Students should use specific evidence from the source documents at least 3 per body paragraph. Students should document sources (see documentation guide). Student should demonstrate organization that would translate to a rough draft (order of importance, classification, cause/effect, etc.). Exercise 5: Rough draft on their own paper Addresses the prompt. Must follow formal business letter format. Exercise 6: Peer-review Students utilize the guide to provide feedback to a classmate Students mark on their partners rough draft with colored pencils/highlighters Students should be checking that the prompt requirements are met and for high writing quality. Exercise 7: Self-review and Edit Students use Informational/ Explanatory Revision Checklist and Editing Checklist. Students use the holistic rubric to improve their paper to an “exceeds” score. Exercise 8: Final Draft Students will use included final draft paper in BLUE/BLACK ink ONLY Student writing should be clear and legible *All work must be done in class. GRADES 9-12*
08405_201408121506_2013-14%20HS%20Teacher%20Guide%20-%20Expository%20Writing%20Benchmark.docx