Session 4: Question Writing for the Standards Aligned ... Web viewSession 4: Question Writing for the Standards Aligned Curriculum. Session 4: Question Writing for the Standards Aligned

Session 4: Question Writing for the Standards Aligned Curriculum

Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. NOTE THAT THIS STANDARDS LIVES THROUGHOUT RL STANDARDS 2-9, AND THE STEMS AND PROMPTS BELOW ARE LIKELY TO BE ASKED IN CONJUNCTION WITH STEMS AND PROMPTS FROM STANDARDS 2-9.

Essential Skills and Concepts: ❑ Analyze the text ❑ Identify explicit textual evidence ❑ Cite evidence ❑ Draw inferences ❑ Support inference using several pieces from the text ❑ Provide varying degrees of support (evidence)

Question Stems and Prompts:

✓ What textual evidence did you identify to support your analysis of the text? Cite several examples. ✓ What inferences can you draw from your analysis of the text? ✓ Show me in the text what makes you think that ✓ What evidence (textual or informational) most strongly supports your analysis?

Academic Vocabulary: Spanish

Cognates:• analyze analizar• cite citar• explicit explícito• textual evidence evidencia textual• conclude concluir• inference inferencia

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Anchor Standard Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RL 9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Essential Skills and Concepts:

❑ Determine theme or central idea ❑ Analyze theme /central idea development ❑ Make inferences ❑ Formulate an objective summary of the text ❑ Determine how the theme/central idea is refined


✓ What is the theme or central idea? ✓ Cite evidence from the text to support your determination of the theme/central idea. ✓ Which detail, or event, first presented an indication of the theme? ✓ Identify additional details that shaped the theme or central passage. ✓ What is this text mostly about?


Cognates:• determine determinar• theme tema• central idea idea central• analyze analizar• objective objetivo• summarize• emerge emerger• refine perfeccionar

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Anchor Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Essential Skills and Concepts:

❑ Understand character traits or aspects ❑ Identify multiple/conflicting character motivations ❑ Analyze character interactions ❑ Understand plot development ❑ Understand causal and complex relationship of dialogue and/or events on plot development


✓ What statement(s) or action(s) lead to a shift in advancement in the events of the story? ✓ What is revealed about the character by events or dialogue? ✓ What decision is provoked by _________incident? ✓ Which character can be described as complex based on motivations? ✓ What are their motivations? Are they conflicting? If so, how? ✓ How are the character motivations developed over the course of the text? ✓ Which interactions between characters contribute to the development of the theme?


Cognates:• dialogue diálogo• incident incidente• propel• aspect aspecto• reveal revelar• provoke provocar• complex character• multiple múltiples• conflicting conflicto• motivation motivación• interact interactuar• advance avanzar• theme tema

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Anchor Standard Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL 9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).(See grade 9/10 Language standards 4-6 for additional expectations.) Essential Skills and Concepts:

❑ Determine figurative meaning ❑ Determine connotative meaning ❑ Understand connotations ❑ Understand how word choice impacts meaning ❑ Understand how word choice impacts tone ❑ Identify cumulative impact of word choice ❑ Determine formal vs. informal tone


✓ What does the word/phrase _______ mean in this selection? ✓ The word/phrase is an example of___________.

✓ How does the author’s use of repetition of ___________ impact the tone of the text? ✓ Which words or phrases specifically impact the meaning or tone? ✓ Is the text formal or informal in tone? Why?

Academic Vocabulary: Spanish Cognates: • figurative meaning connotative meaning • impact impacto• tone tono• word choice• analogies analogías• allusions alusiones• cumulative acumulado/a

(adj.)• evoke evocar• formal formal• informal informal

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Anchor Standard Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole R L 9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Essential Skills and Concepts:

❑ Understand text structures and their forms ❑ Understand and analyze how text structure contributes to the meaning of a text ❑ Understand parallel plots ❑ Recognize and understand time manipulation techniques ❑ Understand and identify literary effects (e.g. mystery, tension, surprise)


✓ How does the structure of the text contribute to its meaning? ✓ How does the author order the events? What is the effect? ✓ Identify the devices used to manipulate time. ✓ How does the (structural element) create the effect of __________?


Cognates:• analyze analizar• text structure estructura del

texto• contribute contribuir• compare comparar• contrast contraste• differ difieren• effect efecto• manipulative manipulación• tension tensión• parallel paralelo

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Anchor Standard Assess how point of view or purpose shapes the content and style of a text.

RL 9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Essential Skills and Concepts:

❑ Understand and identify point of view ❑ Identify the influence of cultural experiences on point of view ❑ Understand and explain the development of the narrator/ speaker’s point of view ❑ Contrast the points of the character and the audience/reader ❑ Determine the effect of differing points of view ❑ Identify point of view


✓ What is the origin of the piece of literature? How would you describe the culture? ✓ What values and beliefs motivate the main character? ✓ How are the customs and expectations in the work different from those of the reader? ✓ What point of view is presented? ✓ How does cultural experience influence or shape the point of view? ✓ How might the text/point of view differ in an another culture?

Academic Vocabulary: Spanish Cognates:

• point of view punto de vista • narrator narrador(a) • cultural cultural • dramatic dramática • effect efecto • develop

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Anchor Standard Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RL 9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). Essential Skills and Concepts:

❑ Analyze subject/key scene representation ❑ Compare & contrast representations ❑ Understand various types of artistic mediums

Question Stems and Prompts: ✓ What is the subject, or key scene, in each piece?

✓ How does the author depict the main character or scene? ✓ What are the contrasting views of the portrayal of the character or scene? ✓ What is emphasized? How? Why? ✓ What is absent in one portrayal? ✓ How do subjects or key scenes differ? ✓ Which do you prefer? Why?


Cognates:• representation representación• artistic medium medio artístico• emphasize enfatizar• treatment tratamiento

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Anchor Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL 9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Essential Skills and Concepts: ❑ Identify original themes or topics

❑ Identify transformed source material ❑ Analyze authors use of source material


✓ What is the theme or topic? ✓ What source material did the author use? ✓ How does the work build upon the original? ✓ How did the author treat the theme or topic?


• source material • transform transformar • theme tema • topic tópico

.

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Anchor Standard Read and comprehend complex literary and informational texts independently and proficiently. RL 9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems at the high end of the grades 9-10 text complexity band independently and proficiently. NOTE THAT THIS STANDARDS LIVES THROUGHOUT RL STANDARDS 1-9, AND IS MORE A DRIVER OF TEXT SELECTION AND INDEPENDENT READING DEMANDS THAN SPECIFIC QUESTIONS

Essential Skills and Concepts: ❑ Read various forms of literature fluently ❑ Demonstrate comprehension of various forms of literary text ❑ Read independently and comprehend complex texts ❑ Self- monitor comprehension

Question Stems and Prompts: N/A

Academic Vocabulary: Spanish Cognates:• text complexity complejidad del

texto• independent independiente• proficient /competent competente• comprehend comprender• genre género• fiction ficción• nonfiction no de ficción

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Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RI 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

NOTE THAT THIS STANDARDS LIVES THROUGHOUT RI STANDARDS 2-9, AND THE STEMS AND PROMPTS BELOW ARE LIKELY TO BE ASKED IN CONJUNCTION WITH STEMS AND PROMPTS FROM STANDARDS 2-9.

Essential Skills and Concepts:

❑ Identify what is explicitly stated in the text ❑ Identify inference that can be drawn from the text ❑ Provide support for analysis of the text ❑ Identify hierarchy of evidence to support analysis


✓ What is stated explicitly in the text? ✓ What inferences can you draw from specific textual evidence? ✓ What evidence leads you to this conclusion? ✓ What evidence is most supportive of your analysis?


Cognates:• cite citar• thoroughly• textual evidence evidencia textual• analysis análisis• explicit explícito• inference inferencia

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Anchor Standard Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RI 9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Essential Skills and Concepts:

❑ Determine the central idea ❑ Analyze development of central idea in text ❑ Identify the emergence and refinement of the central idea in a text ❑ Analyze the role of supporting ideas to the central idea ❑ Provide an objective summary


✓ What is the central idea? ✓ How is the central idea developed? ✓ What supporting ideas are included in the text? ✓ When does the central idea first emerge? ✓ How is the central idea refined throughout the course of the text? ✓ How can you objectively summarize the text?


Cognates:• central idea idea central• analyze analizar• development• relationship• supporting• summary• emerge• refine/perfect

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Anchor Standard Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI 9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Essential Skills and Concepts:

❑ Identify a series of ideas or events that are connected ❑ Analyze how the author presents the ideas or events

(order and development)

Question Stems and Prompts: ✓ What analysis or series of ideas or events does the author provide? ✓ How were the ideas or events developed? ✓ How did the author connect the ideas and events? ✓ In what order are the points made? What effect does the order of points have? ✓ What connections did the author provide in his analysis?


• analyze analizar • analysis análisis • series serie • introduce introducir • develop • connections conexiones

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Anchor StandardDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts RI 9-10. 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. (See grade 9/10 Language standards for additional expectations.) Essential Skills and Concepts:

❑ Determine figurative, connotative, and technical meaning ❑ Understand cumulative impact of word choice ❑ Determine tone and meaning of text.


✓ Can you identify the use of figurative language in the text? What is the meaning? What effect does is have? ✓ Can you identify the use of connotation in the text? What is the meaning? What effect does is have? ✓ What technical

meanings are required and used in text? ✓ What is the meaning of the text? ✓ What is the tone? ✓ Which words phrases and/or synonyms are used repeatedly and impact the tone? ✓ What techniques did the author use to state ideas in a vivid and imaginative way? ✓ What technical terms did the author use, and why were these important?


• phrases frases • figurative meaning • connotative meaning • analyze analizar • specific específico • impact impacto • meaning • tone tono

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• technical meaning

Anchor Standard Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene or stanza) relate to each other and the whole. R I 9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

a. Analyze the use of text features (e.g., graphics, headers, captions) in functional workplace documents. Essential Skills and Concepts:

❒ Identify ideas and claims in text in successive stages (sentence, paragraph, section, chapter)

❒ Identify & comprehend text features (graphics, headers, captions) ❒ Understand structure & utility of workplace documents.


✓ What is the key idea and/or claim presented in this sentence/paragraph/section/ and/or chapter? ✓ How did this sentence/paragraph/portion of the text help develop the idea or claim? ✓ How did this sentence/paragraph/portion of the text help refine the idea or claim? ✓ What text features are provided, and how do they aid understanding of the key concept? ✓ What are the unique features found in a workplace document?


• analyze analizar • claim reclamo • develop • refine/perfect perfeccionar • particular en particular • text feature • graphic gráfico • header

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• caption • functional funcional • document documento

Anchor Standard Assess how point of view or purpose shapes the content and style of a text. RI 9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Essential Skills and Concepts:

❑ Identify point of view in text ❑ Identify purpose of a text ❑ Understand, identify and analyze the use of rhetorical devices (i.e., repetition, parallelism, slogan, rhetorical questions) ❑ Understand author’s purpose


✓ What is the point of view in this text? How do you know? ✓ What is the purpose of this text? ✓ How and where does the author skillfully use language (rhetoric)? ✓ How does the use of rhetoric advance either the point of view or purpose of the piece? ✓ What type of rhetorical device was used?


Cognates:• determine determinar• point of view punto de vista• purpose propósito• analyze analizar• rhetoric retórica• advance avanzar• repetition repetición• parallelism paralelismo• slogan slogan

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• rhetorical question pregunta retórica

Anchor StandardIntegrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RI 9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Essential Skills and Concepts: ❒ Understand the differences in various mediums (print, video, multimedia)

❒ Compare the presentation of a subject in one or more mediums ❒ Evaluate the effectiveness of using different mediums ❒ Determine which details are emphasized in each account (medium)


✓ What mediums are used to present the subject? ✓ Which details are emphasized in the different mediums? ✓ What details are absent from the different mediums? ✓ What was the message or attitude from each of the mediums? Did they share the same message? ✓ Did you find connections between the mediums? ✓ How does the use of a certain medium affect the account?


• various varios • account • medium medio • multimedia multimedia • determine determinar • detail detalle • emphasize enfatizar

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Anchor Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RI 9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Essential Skills and Concepts:

❑ Outline or trace the arguments and claims in text ❑ Understand and assess validity of reasoning ❑ Understand and evaluate relevance ❑ Determine if sufficient evidence is presented to support an argument or claim ❑ Identify false or misleading reasoning (fallacious reasoning) ❑ Identify factual evidence


✓ What argument is presented? ✓ What claims support the argument? ✓ What evidence is presented? ✓ Is the reasoning presented logically? ✓ Is the evidence relevant to the argument? Why, or why not? ✓ Is the evidence fallacious or factual? ✓ Is enough evidence presented to support the argument? ✓ Is all of the evidence true? ✓ Which statements are misleading?


Cognates:• delineate delinear• evaluate evaluar

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• argument argumento• specific específico• claim reclamo• text texto• assess/evaluate evaluar• reasoning razonamiento• valid válido• evidence evidencia• relevant relevante• sufficient suficiente• false falso• fallacious

Anchor Standard Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. R I 9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g. Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. Essential Skills and Concepts:

❒ Understand and identify U.S. seminal texts ❒ Identify and compare themes and concepts from multiple texts ❒ Identify logical and emotional appeals


✓ What is the significance of this text? ✓ How did this text shape the future? ✓ What theme/concept is presented in each of the texts? ✓ How is the topic treated in a similar/different fashion? ✓ What is the context of the text? How does the context influence the theme/concept?


Cognates:• analyze analizar• seminal seminal• document documento• significance importancia• theme tema• concept concepto

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Anchor StandardRead and comprehend complex literature and informational texts independently and proficiently. RI 9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems at the high end of the grades 9-10 text complexity band independently and proficiently. NOTE THAT THIS STANDARDS LIVES THROUGHOUT RI STANDARDS 1-9, AND IS MORE A DRIVER OF TEXT SELECTION AND INDEPENDENT READING DEMANDS THAN SPECIFIC QUESTIONS

Essential Skills and Concepts: ❑ Read various forms of literary nonfiction fluently ❑ Demonstrate comprehension of various forms of literary text ❑ Read independently and comprehend complex texts ❑ Make an effort to independently read texts of increasing complexity. ❑ Monitor comprehension

Question Stems and Prompts: N/A


• text complexity• independent independiente• proficient/competent competente• comprehend comprender• genre género

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• literature literatura• skimming

• summarize

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Vocabulary-based TDQs

Text TDQ Writing Practice

In This Blind Alleyby Ahmad Shamlu

They smell your mouthLest you've told someone 'I love you.'They smell your heartThese are strange times, my dearLove,they drag out under lamppoststo thrash.Love must be hid in closets at home.In the cold of this blind alleyThey keep their fires ablazeburning our anthems and poems.Do not venture to think.These are strange times, my dearHe who pounds on the door in the nighttimeHas come to kill the light.Light must be hid in closets at home.Lo! the butchersstationed on roadswith chopping-board and cleaver soaked in bloodThese are strange times, my dearThey slit smiles off of lipsAnd song from the throat.Joy must be hid in closets at home.Canaries are being roastedon a spit of lilacs and jasmineThese are strange times, my dearSatan, triumph-drunk

Prep Questions:

What is the central idea/theme of this passage?

What vocabulary words do you think are most important to the central idea/theme?

Suggested Question Stems:

What specific word choice or phrase in the text develops your understanding of the central idea?

Practice Question Writing:

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Central idea/thematic TDQs

Text TDQ Writing Practice

In This Blind Alleyby Ahmad Shamlu

They smell your mouthLest you've told someone 'I love you.'They smell your heartThese are strange times, my dearLove,they drag out under lamppoststo thrash.Love must be hid in closets at home.In the cold of this blind alleyThey keep their fires ablazeburning our anthems and poems.Do not venture to think.These are strange times, my dearHe who pounds on the door in the nighttimeHas come to kill the light.Light must be hid in closets at home.Lo! the butchersstationed on roadswith chopping-board and cleaver soaked in bloodThese are strange times, my dearThey slit smiles off of lipsAnd song from the throat.Joy must be hid in closets at home.Canaries are being roastedon a spit of lilacs and jasmineThese are strange times, my dearSatan, triumph-drunk

Prep Questions:

What is the central idea/theme of this passage?

What lines/sections of this text do you think are most important to the central idea/theme?

Suggested Question Stems:

Identify two specific word choices in the text and explain how these words contribute to the overall theme/central idea

Practice Question Writing:

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Multiple Choice Question Stems Aligned by Standard Extracted from the June 2014, August 2014, and January 2015 NYS Common Core Regents Exams

RI.2 RI.3 RI.4 RI.5 RI.6

Which statement from the text best summarizes the central idea

With which statement would the author of this text most likely agree?

With which statement would the authors most likely agree?

The central idea of the ___paragraph focuses on the

Which statement from the text best summarizes the central idea of paragraph___?

Which statement best summarizes the central claim made in lines ___through___?The description of ___in lines ___ through ___emphasizes the idea of

The author’s anecdote about ___serves to introduce a

How do lines ___ through ___develop a claim?

The reference to ___in lines ___through ___is used to emphasize the questioning of our

Which statement best clarifies the sentence in lines ___-___?

The speaker’s attitude in lines ___ through ___can be best described as

Which purpose is not referenced in the ___

The examples presented in lines___ through ___help the reader understand

The speaker repeats the word ___throughout the ___in order to

What effect is created by the use of irony in line___ and lines ___through___?

The primary purpose of lines ___ through ___is to clarify the

The authors reference to ___is used to help clarify

The authors attempt to engage the audience through the use of___

The speaker’s use of [literary element] in lines ___and ___serves to represent the

The references to ___in lines ___ through ___contribute to the authors purpose by suggesting that

The function of lines ___ through ___is to

Lines ___ through ___establish a___

RL.2 RL.3 RL.4 RL.5 RL.6The sentence ___contributes to the central theme by…?

As used on Line ( ) the phrase ___means that things are___

The primary function of lines ___is to___

Which quotation best reflects a central theme in the text?

In this passage, the conversation between ___and ___(lines___ through___) serves to

Which analysis is best supported by the details in lines___ through ___of the text?

The author’s description of the conversation between ___and___ in lines ___through ___serves mostly to

The conversation with___ (lines___ through___) leaves the narrator with a sense of

The ___references throughout the poem serve to

Lines __ through __ suggest that the ___people

Which word best describes the narrator’s tone___

The reference to [character’s] “descriptive trait” and “descriptive trait” in line ___reveals his/her

The phrase “___” (line) emphasizes the narrator’s

How do the words …(line), “___” (line), and “___” (line) advance the author’s purpose

The narrator views “___” as___(line ) because the narrator wishes toThe prevailing tone of the poem is__

The comparison in lines __and __ emphasizes the

The author structures the text around references to___

The narrator’s purpose <in the first stanza> is to

What is the effect of withholding ___

What is most likely not a purpose of the repetition of the phrase “___”?

The poet’s purpose in the poem can best be described as

Why does <character> not “character thought/dialogue” in line___

Lines ___through ___illustrate the narrators belief that __

The author’s description of ___stresses the___

L.4 L.4A L.5Overall, the author’s view of the people could be Which phrase from the text clarifies the meaning of The Author’s use of figurative language

1

best described as___

As used in line ___the word ___is closest in meaning to (a)___

As used in line ___what does the word ___mean?

“___” as used in line___?

Which words from the speech help the reader understand the meaning of “___” as used in line ___

___serves to emphasize a sense of___

What is the effect of the simile___

[a character’s] reaction to ___in lines __reflects his___

In line ___the phrase ___is used by the narrator to describe her___

The words__(line) imply that

The purpose of the figurative language in lines ___and ___is to

The details in lines ___-___ contribute to the speaker’s purpose by___

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Multiple- Choice Item Writing Form

What does the student need to know to answer?

Assessed Standard(s):

Standard Aligned Question Stem(s):

Text evidence for options (paragraph, line, or phrase), & Identify the key

1) ____________________________________________________________

____________________________________________________________

____________________________________________________________

2) ____________________________________________________________

____________________________________________________________

____________________________________________________________

3) ____________________________________________________________

____________________________________________________________

____________________________________________________________

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4) ____________________________________________________________

____________________________________________________________

Write your new question below:

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Exit Ticket 4 Assessed Standards: “In This Blind Alley” RL 9-10.2, RL 9-10.4, RL 9-10.6, L 9-10.4

1. How does the repetition of the words “...must be hid in the closets at home” reinforce a central idea from the poem? Please state the central idea and then explain how the repetition reinforces that central idea.

2. Which of the following lines from “In This Blind Alley” best portrays the tone of the poem?

a) “they drag out under lampposts”b) “in the cold of this blind alley”c) “light must be hid in closets at home”d) “these are strange times my dear”

Identify the Tone of this Poem:

3. Stanza 8 illustrates the narrator’s belief thata) Satan has wonb) because Satan is winning, God is not safec) things of beauty are being destroyedd) violence threatens everyone

4. As used in stanza 4, the word “light” is alluding to a) moonlightb) candlelightc) hope, safetyd) signaling a safe return home

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Lesson 4 Exit Ticket 2 Name:__________________Analyzing Photographs RI 9-10.7

Look at the provided photograph and answer the question that follows.

Which sentence accurately states the central idea of this photograph?

a) Men gathered at the base of the Lincoln Memorialb) Men taking a stand against inequality by posing at the base of the Lincoln Memorial.c) African American men gathered before a civil rights protest march.d) Martin Luther King Jr. assembling a group of men to protest the injustices of our

natural human rights.

Using your response to the question above, explain why you chose the answer that you did.

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Exit Ticket 9.3.1

Which statement from this excerpt (pg.24-26) best summarizes a central idea of Chapter 1 from Animals In Translation?

A) “Autistic people and animals are seeing a whole register of the visual world normal people can’t, or don’t.”

B) “ It took me fifteen years to figure out that other people actually couldn’t see what the problem was, at least not without a lot of training and practice.”

C) “It’s so hard for normal people to see what scares cattle that I finally developed a checklist of mostly visual details for plant managers to look out for.”

D) “Verbal people can’t just themselves into visual people because they want to, and vice versa.”

Choice Letter Why this is not the best choice

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